Education system components Nov. 4, 2010
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This document discusses system components and feedback loops in systems. It defines system components as the elements, interconnections, and purpose that define a system. Changing different components can result in the same, similar, or different systems. An example is provided of the education system and how changing elements like teachers can impact the system. Feedback loops are also discussed, where a change triggers a response that then affects the original element over time. Examples of feedback loops in education systems are given, like low test scores triggering administrators to change teaching methods in ways that can further decrease student engagement.
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Using the Journal tab, reflect and respond to the following question:
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*Special thanks to Dr. Patrice Jones for sharing her original guidance in this document.
Over the past two weeks, you’ve read about the positive educational benefits of a family, community, and school partnership. Involvement from all stakeholders has been shown to help overcome learning obstacles both inside and outside the classroom (Blank, Jaobson, & Melaville, 2012; Peters, 2012). Begin Week Three by watching the two minute video
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Recommendations for Solving Equity Gaps at James Monroe High School, Virginia
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*Special thanks to Dr. Patrice Jones for sharing her original guidance in this document.
Over the past two weeks, you’ve read about the positive educational benefits of a family, community, and school partnership. Involvement from all stakeholders has been shown to help overcome learning obstacles both inside and outside the classroom (Blank, Jaobson, & Melaville, 2012; Peters, 2012). Begin Week Three by watching the two minute video
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Running head: Research Plan Draft
1
Research Plan Draft
2
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Marcus Coleman
Ashford University
Area of Focus Statement
The purpose of this study is to identify the importance of students’ interaction in the school. It has been shown that student interaction helps students to learn and gain skills and knowledge that provide them with foundation for later learning. This study will also increase the knowledge of teachers about particular types of child teacher interactions that encourage the development of young students.
Problem – Interest
When I studied about past research about what tutors really do everyday to make a difference in the lives of students, I learnt that there is a clear prove that it is these daily interactions that students have with their teachers that play a great part in their performance in class. I also observed that it was not with teachers alone but also the interactions with students with their fellow students and parents as well have a role in their development. I noted with a lot of concern that the interactions students gain during their early years in school, i.e. during the early childhood stages, have a lot to do with the engagement of students later in their advanced school years as it is during these early stages that the children gain skills and knowledge that offer them the foundation for later learning. Students learn many of the skills when still young and through their interaction with their teachers (Manke, 1997). another thing that led me to have interest on this topic is the fact that all learning involves participation. for instance you cannot learn to play a guitar without actually picking it and practicing. in the same way it is hard to learn a language without engaging into it. engagement comes in the form of interacting with the fellow students in discussions in order to learn new things as well as with the teachers.
Problem – Background
In our school, majority of the teachers have experienced classes in which the students’ interactions is limited than they would want it to be, with the students being restrained when asked to talk to their partners about something. This restriction does not only apply to interactions in classrooms but it seems to apply to groups of all levels, ages and nationalities. In theory, interactions may seem so sensible and desirable but we are all aware that essentially increasing and promoting it can be a real struggle.
I have seen classes in our school where students are resistance about interacting. it is so unfortunate that some students are not excited about group work or pairing, more so in mono lingual classes where it is a bit unnatural to communicate to a person whom you speak the same language in a language that you are both not so familiar with. Many students say that they do not like group .
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1
4
Critical Reading and Researching Main Ideas
Name
Walden University
WCSS - 6060G – 17 Graduate Writing II: Intermediate Composition Skills
December 10, 2017
Critical Reading and Researching Main Ideas
The Three Main Points from the Journal Article
In the article “Online class size, note reading, note writing and collaborative discourse" Qiu, Hewitt, and Brett (2012) attempt to find the relationship between the class size and the reading and writing loads among students of online graduate courses. The authors' first main point in the article is that there is a positive relationship between the class size and the total number of notes the students and instructors wrote. The second point of the article is that dividing students into smaller groups for discussion purposes helps to increase the collaborative effectiveness of the online graduate classes. Lastly, the authors present a third main point, which argues that the use of multimedia software can help to increase collaboration between online students and instructors in large classes.
Rationale for Each Main Point
The analysis of literature explains the first main point in the journal. The authors argue that online class settings affect the structures of asynchronous online discussions to engage the students in meaningful discourse. This point is used to explain the relevance of the research. According to the study, "class size is a major factor affecting note reading and writing loads in online graduate-level courses (Qiu, Hewitt, & Brett, 2012, p. 424)." Secondly, the authors of the article suggested that the division of larger classes into smaller groups would help to deal with the reading and writing issue. The authors suggested that "students in smaller groups tend to learn more (Qiu, Hewitt & Brett, 2012, p. 427). This is an essential point in the journal because it provides the possible solution to the identified problem. Lastly, the authors finished their work and suggested other options to use for managing larger online classes. The authors' main suggestion was the use of software that will help to improve interaction between students. This is a main point of the journal because it provides a meaningful solution to the identified problem in the research.
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The reason for selecting the three main points analyzed above as the authors' main ideas is because of the present the issue and the solutions to it. The fact that the first point identified a positive relationship between class size and effective reading and writing makes it stand out of the other things discussed in the journal. Most of the journal is focuses on showing this relationship. The other two points stand out because they are the major solutions that the authors give for the identified problem. The points are related in that the first is the issue while the second is the solution that can be used by instructors to solve the problem. We can also use the third point which i ...
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Running Header PROJECT BASED LEARNING PROJECT BASED LEARNING .docx
Running Header: PROJECT BASED LEARNING
PROJECT BASED LEARNING 6
Effects of project based learning on education
Marcus Coleman
Ashford University
Effects of in cooperating Project based Learning in the school curriculum
Introduction
Learning is determined by a number of factors, some of which are environmental related while others are not. The approach of teaching is one of the major determinants of learning as far classroom learning is concerned, however there has been a concern that the current approaches to learning are a little too abstract. Lack of real life scenarios and too much theory has been responsible for the growing apathy towards learning. It is for this reason that studies are being contacted to see if the change in tact can improve learning. One of the suggested ways is the project based learning approach which uses non fictional concepts for teaching.
Purpose of the study
The purpose of this study is to find out the effects of in cooperating project based learning in the school curriculum. The study seeks to ascertain if there is any relationship between projects based learning and the improvement in scores for students (Daniel 2012). Previous studies have shown that students are likely to improve in cases where some form of simulation or use of no fictional material. According to these, the use of non fictional approaches stimulates the students to look at issues from the reality perspective hence making it easy to internalize whatever they are learning for the sake of being able to remember, however these studies have not clearly explained the actual relationships that exist between the performance and the project based learning. There are other factors which could have in for the findings to be so, for those studies, this study would critically examine the direct impact that project based learning has on students.
Research questions
1. Will the incorporation of project based learning improve students state assessment scores as it relates to the common core state standards in comprehending non fiction text?
2. Will the inclusion of project based learning improve student application of comprehending non fictional text at a high depth of learning level?
3. How does project based learning integrate clear expectations and essential criteria and remain successful
In research, data is an important factor because it is the one which determines the findings and recommendations for the, decisions to be made (Peter 2011). The main data collection methods will be observation, interviews and artifacts, questionnaires will also be used to collect data concerning the stakeholders. Observation will be effective tools for confirming how students behave in classes, when the various approaches are used. Students will be observed in a classroom setting and comparisons be made between those classes that imp.
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Include
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Format
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Observe other teachers teach
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Weeks Reading
The Professional Learning Community: An OverviewPreview of the ChapterToday, a great deal is known about what leads to school improvement and about the change process in schools. In the current literature, there is extensive discussion of the learning community as an effective model for fostering school improvement and general consensus about high-quality learning activities as essential factors in the improvement of teaching and learning. This chapter provides the theoretical basis for an understanding of the learning community as a metaphor for schools and the rationale for the strategies that lead to schools characterized by collaboration, shared leadership, and ongoing learning. The evolution of the learning community in the research literature is explored and an in-depth discussion of the characteristics and impact of the learning community on students, teachers, and staff is provided. The chapter specifically addresses the following questions:What is a learning community?What are the characteristics of a learning community?What is the role of the learning community in an age of accountability?What are the key elements of the school improvement framework for learning community schools?How is student achievement affected by the learning community model?How are teachers affected by the learning community?How do reflection and reflective practice contribute to the building of learning communities?What is a Learning Community?Dr. Karla Brownstone is just beginning her tenure as the superintendent of the Merlo School District, an urban/suburban-type district where achievement scores and teacher morale have been on the decline for several years. The former superintendent had a highly directive leadership style that limited his ability to improve the schools and resulted in a high turnover in the administrative staff. In her initial meetings with the board of education, teachers, and other staff and community members, Dr. Brownstone had shared her vision of providing the kind of leadership that would facilitate the transformation of each of the district's schools into learning communities. Her ideas had gene.
An app idea to facilitate feedback and improve student learning
This is an app idea I came up with to improve student learning.
What is the motivation for this app?
Students, who are the customers of education, have little input. Teachers, who heavily influence student learning, lack the data to improve teaching. Administrators, who can promote change, have little information.
The auris app is designed to facilitate feedback and serve as a powerful tool to empower students, enable teachers, and inform administrators.
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Criteria Ratings PointsQuality ofInformation31 to 2
Criteria Ratings Points
Quality of
Information
31 to >29.0 pts
Advanced
Interview transcription
template is used. General
Information Questions and
Demographic Questions
were completely filled in.
The three interview
questions from Module 4
are included and
answered.
29 to >25.0 pts
Proficient
Interview transcription
template is used. General
Information Questions and
Demographic Questions
were mostly filled in. Two
interview questions from
Module 4 are included
and mostly answered.
25 to >0.0 pts
Developing
Interview transcription
template is not used.
General Information
Questions and
Demographic Questions
were not completely filled in.
The three interview
questions from Module 4
are missing and not
answered.
0 pts
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Present
31 pts
Content 40 to >36.0 pts
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Three open-ended
interview question that are
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thoroughly answered.
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words.
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Two open-ended interview
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33 to >0.0 pts
Developing
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29 to >26.0 pts
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and/or punctuation errors
are present, and the
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Contains a title page.
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punctuation errors are
present, and/or errors in
current APA format are
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somewhat followed.
24 to >0.0 pts
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Interview Transcription Grading Rubric | EDUC816_D12_202220
6
Recommendations for Solving Equity Gaps at James Monroe High School, Virginia
Michael Whitener
School of Education, Liberty University
In partial fulfillment of EDUC 816
Focus Group Questions
Central Question:
How can the gaps in college readiness between students from low-income and underserved communities and those from wealthy and majority groups be eliminated?
Focus Group Question
1. Many have been involved in debates about effective teaching in American schools. When you think of effective teaching, what comes to your mind first and why?
The question will be directed toward the parent and community-focused group. For a long, researchers have conducted studies to determine the qualities of good teachers and effective teaching strategies. In most studies, teacher perspectives on teaching effectiveness have varied depending on their schools' location, race, ...
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Discern what Hjalmarson (2011) means when she states, “Rather than expecting parents to adapt to us, we need to create a parent involvement system that meets parents’ diverse needs” (p. 45).
Do you recall, as a K-12 student, certain educators who provided leadership in partnership activities? Please give specific examples about those partnerships. Describe those partnerships. How did they impact your educational experience? Respond to at least two of your classmates’ posts.
INSTRUCTOR GUIDANCE
WEEK THREE
*Special thanks to Dr. Patrice Jones for sharing her original guidance in this document.
Over the past two weeks, you’ve read about the positive educational benefits of a family, community, and school partnership. Involvement from all stakeholders has been shown to help overcome learning obstacles both inside and outside the classroom (Blank, Jaobson, & Melaville, 2012; Peters, 2012). Begin Week Three by watching the two minute video
CNN: Why Parents Matter in Education (Links to an external site.), where correspondent Carl Azuz asks students about their perspective on parental involvement in education. While you’re watching this video, think about your own education, the education of your children, and the parents who are involved in the school where you are teaching. Can you relate to what these students are saying? Is this interview an accurate representation of your personal and/or professional experiences?
This week, you will read chapter five in your textbook which discusses some of the barriers of parental involvement in the areas of support, engagement, and participation. According to Hjalmarson (2011), placing parents in different tiers, and differentiating strategies related to the tiers, allows school members to be more successful in getting parents engaged. She believes that, like students, parents fall into categories depending on their individual needs. Once the categories are created, they can then be tailored with specific communication and engagement strategies for parent involvement success. Tier I, for example, is what she labels “the ideal parents.” Those who fall in this category are committed to being involved in their child’s education. They volunteer at school events, attend PTA meetings, and have open lines of communication. To what extent should parents who are involved in the Tier 1 category, take on the responsibility of getting other parents involved? What obstacles might they face if taking on this role?
Dr. Joyce Epstein, author of School, Family and Community Partnerships, designed a framework similar to the tier system to help educators create differentiated school-family-community programs. This one and a half minute video, Six Types of Parental Involvement and Practices (Links to an external site.), provides a brief summary for each type of involvement. The framework includes the following information in each category:
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1
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2
Research Plan Draft
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Ashford University
Area of Focus Statement
The purpose of this study is to identify the importance of students’ interaction in the school. It has been shown that student interaction helps students to learn and gain skills and knowledge that provide them with foundation for later learning. This study will also increase the knowledge of teachers about particular types of child teacher interactions that encourage the development of young students.
Problem – Interest
When I studied about past research about what tutors really do everyday to make a difference in the lives of students, I learnt that there is a clear prove that it is these daily interactions that students have with their teachers that play a great part in their performance in class. I also observed that it was not with teachers alone but also the interactions with students with their fellow students and parents as well have a role in their development. I noted with a lot of concern that the interactions students gain during their early years in school, i.e. during the early childhood stages, have a lot to do with the engagement of students later in their advanced school years as it is during these early stages that the children gain skills and knowledge that offer them the foundation for later learning. Students learn many of the skills when still young and through their interaction with their teachers (Manke, 1997). another thing that led me to have interest on this topic is the fact that all learning involves participation. for instance you cannot learn to play a guitar without actually picking it and practicing. in the same way it is hard to learn a language without engaging into it. engagement comes in the form of interacting with the fellow students in discussions in order to learn new things as well as with the teachers.
Problem – Background
In our school, majority of the teachers have experienced classes in which the students’ interactions is limited than they would want it to be, with the students being restrained when asked to talk to their partners about something. This restriction does not only apply to interactions in classrooms but it seems to apply to groups of all levels, ages and nationalities. In theory, interactions may seem so sensible and desirable but we are all aware that essentially increasing and promoting it can be a real struggle.
I have seen classes in our school where students are resistance about interacting. it is so unfortunate that some students are not excited about group work or pairing, more so in mono lingual classes where it is a bit unnatural to communicate to a person whom you speak the same language in a language that you are both not so familiar with. Many students say that they do not like group .
14Critical Reading and Researching Main Ideas.docx
1
4
Critical Reading and Researching Main Ideas
Name
Walden University
WCSS - 6060G – 17 Graduate Writing II: Intermediate Composition Skills
December 10, 2017
Critical Reading and Researching Main Ideas
The Three Main Points from the Journal Article
In the article “Online class size, note reading, note writing and collaborative discourse" Qiu, Hewitt, and Brett (2012) attempt to find the relationship between the class size and the reading and writing loads among students of online graduate courses. The authors' first main point in the article is that there is a positive relationship between the class size and the total number of notes the students and instructors wrote. The second point of the article is that dividing students into smaller groups for discussion purposes helps to increase the collaborative effectiveness of the online graduate classes. Lastly, the authors present a third main point, which argues that the use of multimedia software can help to increase collaboration between online students and instructors in large classes.
Rationale for Each Main Point
The analysis of literature explains the first main point in the journal. The authors argue that online class settings affect the structures of asynchronous online discussions to engage the students in meaningful discourse. This point is used to explain the relevance of the research. According to the study, "class size is a major factor affecting note reading and writing loads in online graduate-level courses (Qiu, Hewitt, & Brett, 2012, p. 424)." Secondly, the authors of the article suggested that the division of larger classes into smaller groups would help to deal with the reading and writing issue. The authors suggested that "students in smaller groups tend to learn more (Qiu, Hewitt & Brett, 2012, p. 427). This is an essential point in the journal because it provides the possible solution to the identified problem. Lastly, the authors finished their work and suggested other options to use for managing larger online classes. The authors' main suggestion was the use of software that will help to improve interaction between students. This is a main point of the journal because it provides a meaningful solution to the identified problem in the research.
Reason for Selecting the Main Points
The reason for selecting the three main points analyzed above as the authors' main ideas is because of the present the issue and the solutions to it. The fact that the first point identified a positive relationship between class size and effective reading and writing makes it stand out of the other things discussed in the journal. Most of the journal is focuses on showing this relationship. The other two points stand out because they are the major solutions that the authors give for the identified problem. The points are related in that the first is the issue while the second is the solution that can be used by instructors to solve the problem. We can also use the third point which i ...
Cooperative Learning Model: The Power of Two Vs Tea Party
abstract - This study is a comparative experiment which uses “completely randomized design” which aims to test the effect of cooperative learning model of “the power of two dan tea party” toward student’s learning activities with test the difference of cooperative learning model usage with “the power of two with tea party” type in student’s activities. Population sample is taken in 16 Palembang National Senior High School with using all students in Social Tenth Grade. Sampling technique uses cluster random sampling technique that differentiates Social Tenth Grade of class 4 as the experimental class 1 and Social Tenth Grade of class 1 as the experimental class 2. Data collection uses observation sheet (students and teachers). Experiment study is conducted in three phases: preparation phase, conducting phase, and finalization phase. The result shows (1) there is an influence from cooperative learning model “the power of two” type in student’s study activities, (2) there is an influence from cooperative learning model “tea party” type in student’s learning activities, and (3) there is an influence from cooperative learning model “the power of two” type toward student’s learning activities.
Running Header PROJECT BASED LEARNING PROJECT BASED LEARNING .docx
Running Header: PROJECT BASED LEARNING
PROJECT BASED LEARNING 6
Effects of project based learning on education
Marcus Coleman
Ashford University
Effects of in cooperating Project based Learning in the school curriculum
Introduction
Learning is determined by a number of factors, some of which are environmental related while others are not. The approach of teaching is one of the major determinants of learning as far classroom learning is concerned, however there has been a concern that the current approaches to learning are a little too abstract. Lack of real life scenarios and too much theory has been responsible for the growing apathy towards learning. It is for this reason that studies are being contacted to see if the change in tact can improve learning. One of the suggested ways is the project based learning approach which uses non fictional concepts for teaching.
Purpose of the study
The purpose of this study is to find out the effects of in cooperating project based learning in the school curriculum. The study seeks to ascertain if there is any relationship between projects based learning and the improvement in scores for students (Daniel 2012). Previous studies have shown that students are likely to improve in cases where some form of simulation or use of no fictional material. According to these, the use of non fictional approaches stimulates the students to look at issues from the reality perspective hence making it easy to internalize whatever they are learning for the sake of being able to remember, however these studies have not clearly explained the actual relationships that exist between the performance and the project based learning. There are other factors which could have in for the findings to be so, for those studies, this study would critically examine the direct impact that project based learning has on students.
Research questions
1. Will the incorporation of project based learning improve students state assessment scores as it relates to the common core state standards in comprehending non fiction text?
2. Will the inclusion of project based learning improve student application of comprehending non fictional text at a high depth of learning level?
3. How does project based learning integrate clear expectations and essential criteria and remain successful
In research, data is an important factor because it is the one which determines the findings and recommendations for the, decisions to be made (Peter 2011). The main data collection methods will be observation, interviews and artifacts, questionnaires will also be used to collect data concerning the stakeholders. Observation will be effective tools for confirming how students behave in classes, when the various approaches are used. Students will be observed in a classroom setting and comparisons be made between those classes that imp.
Choose five activities for job-embedded professional development a.docx
Choose
five activities for job-embedded professional development according to Figure 3.1 (p. 70) in Ch. 3 of
Schools as Professional Learning Communities
.
Write
a 350- to 700-word essay explaining how each activity supports reflective teaching.
Include
at least five sources, including this week's readings and videos, to justify how each supports reflective practice.
Format
your essay according to APA guidelines.
Figure 3.1 Activities for Job-Embedded Professional Development
Observe other teachers teach
Plan lessons and units with other teachers
Give and receive feedback on instructional behaviors from peers
Conduct action research projets
Mentor new teachers
Coach one another
Keep a reflective log.
Develop and maintain a professional portfolio
Look at student work together
Become part of a study group
Weeks Reading
The Professional Learning Community: An OverviewPreview of the ChapterToday, a great deal is known about what leads to school improvement and about the change process in schools. In the current literature, there is extensive discussion of the learning community as an effective model for fostering school improvement and general consensus about high-quality learning activities as essential factors in the improvement of teaching and learning. This chapter provides the theoretical basis for an understanding of the learning community as a metaphor for schools and the rationale for the strategies that lead to schools characterized by collaboration, shared leadership, and ongoing learning. The evolution of the learning community in the research literature is explored and an in-depth discussion of the characteristics and impact of the learning community on students, teachers, and staff is provided. The chapter specifically addresses the following questions:What is a learning community?What are the characteristics of a learning community?What is the role of the learning community in an age of accountability?What are the key elements of the school improvement framework for learning community schools?How is student achievement affected by the learning community model?How are teachers affected by the learning community?How do reflection and reflective practice contribute to the building of learning communities?What is a Learning Community?Dr. Karla Brownstone is just beginning her tenure as the superintendent of the Merlo School District, an urban/suburban-type district where achievement scores and teacher morale have been on the decline for several years. The former superintendent had a highly directive leadership style that limited his ability to improve the schools and resulted in a high turnover in the administrative staff. In her initial meetings with the board of education, teachers, and other staff and community members, Dr. Brownstone had shared her vision of providing the kind of leadership that would facilitate the transformation of each of the district's schools into learning communities. Her ideas had gene.
An app idea to facilitate feedback and improve student learning
This is an app idea I came up with to improve student learning.
What is the motivation for this app?
Students, who are the customers of education, have little input. Teachers, who heavily influence student learning, lack the data to improve teaching. Administrators, who can promote change, have little information.
The auris app is designed to facilitate feedback and serve as a powerful tool to empower students, enable teachers, and inform administrators.
What do you think?
Week 2 Assignment Loving Support EssayIt is a truism that a lovi.docx
Week 2 Assignment Loving Support Essay
It is a truism that a loving, supportive home environment pays dividends in a child’s development. The same is likely true in a school setting; students who believe that their teachers and the school care about them will likely have a closer connection to the school and have more positive feelings about the school.
In a two- to five-page paper (not including the title and reference pages) use the Jeynes article (Links to an external site.) (specifically pages 9-18) as well as three additional scholarly sources (not including your textbook), cited and referenced in APA style, to describe the idea of a loving, supportive school environment through addressing the following:
· Describe a loving, supportive school environment from the point of view of both student and teacher.
· Describe the parental role in helping to create a loving, supportive school environment.
· Describe the benefits of this environment to the student’s academic, physical, and social development.
Carefully review the Grading Rubric (Links to an external site.) for the criteria that will be used to evaluate your assignment.
INSTRUCTOR GUIDANCE
WEEK 2
*Special thanks to Dr. Patrice Jones for sharing her original guidance in this document.
Last week you learned about how both parents play a crucial role in the child’s education, especially when there is a collaborative relationship between home and school. A 2007 study found that new and experienced teachers who have positive parent relationships report having higher rates of job satisfaction.
They also report that students of involved fathers, regardless of their living situation, perform better in school (Jeynes, 2007 as cited in Child Trends, 2013). The Watch DOGS (Dads of Great Students) is one school-based program that encourages male role models to work in a variety of capacities at their child’s school. The seven minute video, Getting Involved at School (Links to an external site.), features the coordinator of the program, the principal, and others discussing the importance of having males active in the school environment.
In addition, going beyond the family to creating partnerships within the community has also been shown to improve students’ academic success. One way to accomplish this is through community schools, a concept developed by the Institute for Educational Leadership in Washington DC. Through this integrated, holistic approach with family, child development and social service support, the community school strategy is already proving its efficacy on student achievement, and dropout and graduation rates (Blank, Jacobson, & Melaville, 2012). Putting together a team that includes the principal, a few teachers, family members, and students is the first step in creating an “Action Team for Partnership” (O’Brien, 2012, p. 2). The purpose of this team is to work with community and business leaders to develop goals for increasing academic achievement, as well as impr ...
Name JiahangThis is the grade you would receive if you did not .docx
Name: Jiahang
This is the grade you would receive if you did not make any revisions to your synthesis paper. You have until April 3 to make all the revisions suggested in the rubric and in the comments posted in the text of your essay.
Content: 30 points
6
(10) The student shows thorough understanding of the effects of modern collaboration
6
(10) The student shows ability to think critically
6
(10) The student seems to have gained new knowledge about globalization through this writing assignment (evidenced by number of citations)
18
Score
Effectiveness of writing: 30 points
2
(3) The introduction catches the reader’s interest
2
(3) The introduction appropriately introduces the topic
1
(3) The main point of the essay is clear
1
(3) The main idea of each paragraph is clear
2
(3) All claims are supported with convincing evidence
1
(3) The essay concludes effectively
1
(3) The essay is well organized
1
(3) The ideas in the essay are easy to follow
2
(3) The topic is covered thoroughly
2
(3) The arguments are logical
15
Score
Incorporation of Sources: 10 points
1
(3) Outside sources are quoted, summarized, or paraphrased appropriately
1
(3) Outside sources are integrated into the essay appropriately
1
(2) In-text citations are properly formatted
0
(2) Reference list is formatted properly
3
Score
Sophistication and language: 10 points
4
(4) The essay contains a mixture of sentence structures (simple, compound, complex)
3
(3) The essay contains advanced vocabulary
3
(3) Formal writing is used
10
Score
Grammar, mechanics, and format: 20 points
1
(2) There are no major grammatical mistakes that leads to incomprehensibility
2
(3) The essay is easy to read because it does not contain many grammatical errors
3
(3) There are minimal errors in subject/verb agreement
4
(3) There are minimal errors in verb tense form
3
(3) There are minimal errors in part of speech
3
(3) There are minimal errors in mechanics (capitalization, spelling, paragraph indentation, punctuation, fragmented and run-on sentences)
2
(3) The essay is formatted according to standard conventions (title, name, date, etc.)
18
Score
64
Total
I believe that you are using the wrong approach when you are writing this essay. It seems like your focus was on using a lot of advanced vocabulary. However, much of the essay did not make sense, as it was groups of beautiful sounding phrases that did not make sense when put together.
When re writing this essay, I would first make an outline of what you want to say. I would write this outline using the simplest English you possibly can, and focusing on making sure your ideas connect clearly to each other. When you actually start to write your essay from this outline, focus on clear and direct topic sentences that either describe your definition of modern collaboration, or clearly indicate what benefit or disadvantage you will be talking about in the paragraph. You should also make sure that each paragraph ends with a direct conclusi.
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Education system components Nov. 4, 2010
- 1. SYSTEM COMPONENTS Christina Tran / Nov. 4, 2010 AC4D.com / IDSE202 / System, Service and Interaction Design / Freach Thinking in Systems: A Primer by Donella H. Meadows
- 3. SYSTEM COMPONENTS: Changing the elements Same System
- 4. SYSTEM COMPONENTS: Changing the interconnections Similar System
- 5. SYSTEM COMPONENTS: Changing the purpose Different System
- 7. education SYSTEM: Changing the element (teachers) Same System Proposed Solution: Better Teachers
- 8. “Banking” System Collaborative Co-Learning System Teacher can drastically change interconnections and influence purpose on a classroom level teacher external force purpose student CLASSROOM SYSTEM: Changing the element (teachers) Different System
- 9. Student learning model (Why good teachers matter)
- 10. student Learning model (zoom in) Student role model grand parents internet community personality attitudes desire books experiences friend friend friend siblings parents teacher teacher teacher teacher teacher Other Psycho- Emotional Factors History Peers Adults
- 11. student Learning model impact of bad teachers teacher teacher teacher teacher teacher Student role model grand parents internet community personality attitudes desire books experiences friend friend friend siblings parents teacher teacher teacher teacher teacher Other Psycho- Emotional Factors History Peers Adults A string of bad teachers and ineffective learning experiences may affect a student’s attitudes and desire to learn through traditional school channels.
- 13. SYSTEM COMPONENTS: Feedback Loop stock decision point a change signals adjustsover time, becomes changes/ recorded as current flow inflow outflow past flow
- 14. SYSTEM COMPONENTS: Feedback Loops in Context stock decision point behavior pattern of behavior systems a change signals adjusts manifests as evidence of evidence of overtime, becomes over time, becomes changes/ recorded as current flow inflow outflow past flow FEEDBACK LOOP
- 15. Feedback loops in the education system
- 16. EDucation SYSTEM Feedback Loop test scores administrationfreaks out lowers decreases decreases less freedom to choose gives more guidelines to new teachers teach to testreal world exp. current teachers teachers teaching methods students engagement learning FEEDBACK LOOP
- 17. EDucation SYSTEM Feedback Loop in Context test scores freaks out lowers decreases decreases less freedom to choose gives more guidelines to new teachers teach to testreal world exp. current teachers teachers teaching methods students engagement learning FEEDBACK LOOP behavior pattern of behavior systems manifests as evidence of evidence of overtime, becomes administration We are treating the symptoms of low test scores and disengaged learners when we need to look at the larger systems that cause them.