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Touchstone 1 developing a research plan scenario imagine
Touchstone 1 developing a research plan scenario imagine
ELA Proposed Curriculum Adoption: Journeys
Colleen Murray's proposal for the adoption of the Journey's program as the new English Language Arts curriculum for the Orange school district for grades K - 6.
Recommended
Touchstone 1 developing a research plan scenario imagine
Touchstone 1 developing a research plan scenario imagine
ELA Proposed Curriculum Adoption: Journeys
Colleen Murray's proposal for the adoption of the Journey's program as the new English Language Arts curriculum for the Orange school district for grades K - 6.
Technology For Student Success - Simplifying Student Research
"Technology for Student Success" was a presentation for teachers and administrators to model how to simplify students' research by using of content with a purpose, for an audience. Each student culminates his or her research into a briefings format.
The format is easy to use when following the ABCs of Briefings:
*A - Authentic forms and strategies of research writing in the real world are identified, as resources for the integration of all subject areas.
*B - Briefings based on content for a purpose; affecting an audience.
*C - Choice is applies and connected to community within and outside of the classroom.
Throughout the session teachers:
1. discover how the structure of briefings support the author's purpose through strategic presentation of content to affect an audience.
2. apply components of authentic learning: choice, connections, and community to increase motivation, problem solving and quality in writing.
3. use self generated, open-ended questions about a topic to guide research from a variety of resources.
4. identify what makes effective revision through a question and answer sharing format.
5. self assess their own learning and consider how to implement the research model in their own classrooms with students.
I facilitated this session for the Center for School Reform (in Kansas City, MO) at the Summit for Student Success Conference, held in Columbia, MO.
RESEARCH PROPOSAL ASSIGNMENTDUE 12032018 5PMSUBMIT ON BLACK.docx
RESEARCH PROPOSAL ASSIGNMENT
DUE: 12/03/2018 5PM
SUBMIT ON BLACKBOARD
For this assignment, you will draw on your lessons from the topic development and data collection you did in the course to write a 10-13 page (double-spaced) proposal outlining details that you propose for a 4-month study. In this proposal, you will be expected to include the following:
I. Introduction and research question: Offer a brief context for your topic. This can include some interesting current event that is connected to your topic, relevant brief historical details, and/or the setting up of the broader theoretical, political or social issues or conversation your question is attempting to address. This introduction should then clearly lead into your research question. In other words, your articulation of your research question should naturally flow from the introductory context you set up. State the research question clearly. You must include citations for any claims you make!
II. Rationale/Significance: Explain to us the significance of your project. Some ways you can think about this question; you don’t have to answer all of these:
a. Why is your study original?
b. Why is it important to ask this question you are posing? What would it help us understand better?
c. Why is doing it qualitatively a valuable contribution?
d. Are the participants or site something other scholars haven’t considered but should? Why?
III. Literature Review: Provide a brief overview of the bodies of literature that will be informing your project. This is an outline of your literature review so remember, this should only be references to secondary and scholarly sources (e.g.—NOT newspapers). Cite some examples (5-7) of the scholarship you would use. Answer the following:
a. Which areas of scholarship (disciplines, sub-disciplines, schools of thought, areas of study, etc.) will you be drawing from?
b. Why are you drawing from these? How does it help inform your work?
c. What are the broader discussions, debates, conversations, etc. that these bodies of literature are having about your topic?
d. What will be your study’s contribution to this discussion? In other words, what do you think is missing in their scholarly conversation? What haven’t they tackled (or adequately tackled) yet?
IV. Methods: In this section, provide full details about your methodological approach to this study [JUSTIFY EVERYTHING].Answer the following:
a. What will be the fieldsite for your study? A center? A government agency? A building? Some meeting? Explain briefly why this would be appropriate for your study.
b. Who will be the participants in your study? Whom will you observe? Whom will you interview? Provide number of individuals, positions, etc. Explain why you are making these decisions.
c. Which methods will you be using? Why? Provide details. How many hours/days will you spend doing participant-observation? How many semi-structured interviews? If relevant, what kind of material culture data do.
Week 3 APA Module AssignmentWeek 3 APA Module Assignmentb. Lis.docx
Week 3 APA Module Assignment
Week 3 APA Module Assignment
b. Listen to the tutorial or download and review the transcript on APA and answer the questions below
After reviewing the presentation, compose a 2-paragraph response in which you address each of the following points:
1. Why is APA Style used to document ideas in writing? What is the purpose of the in-text citation? Demonstrate your understanding of the in-text citation by providing an in-text citation for the article you summarized for the week 2 assignment. (15 points)
2. In the article that you summarized in week 2, you may have found some information that you want to quote directly. To demonstrate the process for citing a direct quote, provide an example of properly quoted material. (20 points)
Week 3 Grading Rubric for Proposal Pitch
Central Idea/ Focus: thesis statement or main exists; all ideas consistently address this main idea. Off-topic or irrelevant ideas should not exist. 10 points
Support/ Development of Ideas: Ideas are sufficiently developed for each point. ideas are sufficiently developed for each point. Three points for each of the five sections of the document. 15 points
Organization/ Structure: the internal structure of a piece of writing, the thread of central meaning. All ideas are organized well without any missing or incomplete components. The answers are from one to three sentences each. 10 points
APA including Paper Format: correct title page, headers, second page title, margins, alignment, spacing, font and size. 10 points
Grammar/Mechanics/Style:Grammar refers to correctness of language usage, mechanics refers to conventional correctness in capitalization, punctuation, and spelling. Style includes word choice, sentence variety, clarity, and conciseness. Also, sentences vary in length and structure; ideas are clear, logical, and concise. 5 points
Running head: YOUR TITLE GOES HERE 1
YOUR TITLE GOES HERE 3
Your Course Project Title Goes Here
First Last Name
Name of University
Your Course Project Title Goes Here
The purpose of a proposal is to highlight standout ideas, and to do so in a manner that can convince an audience to support a project. Proposals delivered in a workplace are often part of a competitive process in which the strongest proposal is offered the business. In these contexts, effective word choice and professional delivery define the effective communication of an idea. Your research proposal will be presented as a sentence outline. As the name suggests, the sentence outline presents complete thoughts in complete sentences as opposed to phrases. In each section of the proposal, choose ideas with the goal of persuading your reader to believe that you are interested in the topic and ready to learn how to develop the topic into a project. Use a complete sentence to provide the response to each of the questions below. You can use first person. Use APA documentation for the final section of the proposal to document any sources re.
Outline & Research Design RoadmapThis exercise will help you bui.docx
Outline & Research Design Roadmap
This exercise will help you build off the existing literature you documented in the annotated bibliography and develop a plan for your own research project. Bring this completed document with you to your one on one meeting with Dr. Stevenson or Dr. Delshad on September 30th. Please type your information into this document and print it off.
Student Name:
Research Question:
1) Dependent variable:
A) What is your dependent variable? If you have more than one discuss all dependent variables in you analysis.
B) How have previous researchers measured this variable based on your review of the literature?
C) How will you measure this variable for your study?
D) From where will you obtain the data necessary to measure the variable?
2) Independent variables:
A) What schools of thought did you identity in your annotated bibliography?
B) What independent variables are the key focuses of each of these schools of thought?
C) How do previous researchers measure these variables?
D) How will you measure these variables for your study?
E) From where will you obtain the data necessary to measure the variables?
F) Are there any independent variables you plan to include in your study that are not covered in the current schools of thought listed on your annotated bibliography?
a. If so, seek out information about these variables to incorporate into your literature review, and explain:
i. How do previous researchers measure these variables?
ii. How will you measure these variables for your study?
iii. From where will you obtain the data necessary to measure the variables?
3) What if any major challenges are you having with your research project that you need help with?
PSC 401 – Student Presentation Rubric
1
2
3
4
Mean
Organization
Audience cannot understand presentation because of poor organization; introduction is undeveloped or irrelevant; main points and conclusion are unclear;
Audience has difficulty following presentation because of some abrupt jumps; some of the main points are unclear or not sufficient stressed;
Satisfactory organization; clear introduction; main points are well stated, even if some transitions are somewhat sudden; clear conclusion;
Superb organization; clear introduction; main points well stated and argued, with each leading to the next point of the talk; clear summary and conclusion.
Mechanics
(PowerPoint or other supporting materials)
Slides seem to have been cut-and pasted together haphazardly at the last minute; numerous mistakes; speaker not always sure what is coming next;
Boring slides; no glaring mistakes but no real effort made into creating truly effective slides;
Generally good set of slides; conveys the main points well;
Very creative slides; carefully thought out to bring out both the main points as well as the subtle issues while keeping the audience interested.
Delivery
Mumbles the words, audience members in the back can't hear anything; too many filler words; dist.
Social and Cultural Foundations of Counseling Key Performance.docx
Social and Cultural Foundations of Counseling
Key Performance Indicator (KPI)
Faculty systematically assesses each student’s progress by examining a combination of knowledge and skills. Key performance indicators are course tasks, activities, or assignments selected by faculty to assess student learning in core content areas of the counseling curriculum. Key Performance Indicators are measured multiple times and at different points in time during the student’s master’s program.
This course has been identified as partially fulfilling one of the eight core content areas of the counseling curriculum, Social and Cultural Diversity. The following content area objectives are addressed within this course via the designated Key Performance Indicator task described below.
3. Understand the ways in which advocacy and legislative policies, barriers, programs, and practices can be developed, adapted, and modified to identify and eliminate barriers, prejudices, and processes of intentional and unintentional oppression and discrimination.
5. Explore attitudes, beliefs, understandings, and acculturative experiences, including specific experiential learning activities that are designed to foster understanding of self and culturally diverse clients.
6. Describe individual, couple, family, group, school, and community strategies for working with and advocating for diverse populations, including multicultural competencies.
Course Objective
CACREP Standard*
3.
2. F. 1. e.; 2. F. 2. h.
5.
2. F. 2. d.
6.
CMHC 5. C. 2. j
Relevant Accreditation Standards Met by KPI:
* Clinical Mental Health Counseling Concentration only
Students will demonstrate competency via successful completion of the following key performance indicator required task: Ethnographic Interview Paper. This task will be further described below in the Description of Assignments.
Key Performance Indicator Assignment: Ethnographic Interview Paper PYCL 632 Required KPI Assignment: Ethnographic Interview Paper (20 points)
For the ethnographic interview students are asked to interview a person who is culturally different from you (e.g., age, race/ethnic background, socioeconomic and/or occupational status, ability, etc.).
The interview will be conducted in a specific format.
Students are to prepare a set of questions that would fall under the broad content areas stated below prior to meeting with the interviewee.
During the interview, keep notes that will be useful in writing the final 7 to 10-page paper about the interviewing experience.
The paper must be written in APA style and format (i.e., title page, abstract, etc.)? and have at least 3 scholarly sources (no older than 10 years) to support your writing. Scholarly sources are journals and books, no websites or brochures.
The following broad content areas must be addressed during the interview. In writing your paper, please organize it using these broad content areas as major headings and using your interview .
Inquiry Learning by Sue McLean
Inquiry Learning & Questioning Presentation by Sue McLean, Nelson Central School.
Presented at the Nelson ICT Cluster Conference, April 2009
COM114 Fall 2019 Reflective JournalCOM114 Fall 2019A.docx
COM114 | Fall 2019 | Reflective Journal
COM114 | Fall 2019
American University of the Middle East Student Name: ____________________ Student ID: _ Section: _
COM114 | Fall 2019
American University of the Middle East Student Name: ____________________ Student ID: ______________ Section: ________
HOMEWORK
Reflective Journal [10%]
Course: COM 114 Fundamentals of Speech Communication
Instructors: Alvaro Subero,Nurcan Kose, Arda Jebejian, Filomachi Spathopoulou, Hanane Benali, Slaheddine Mnasri, Belen Gaspar Garcia, Stavros Papakonstantinidis
Term:Fall 2019
Assignment Title: Reflective Journal
Rationale
Self-reflection is a purposeful activity in which you exercise multiple skills, such as critical thinking, personal responsibility, adaptability, and more. When you debrief an experience, you reflect on everything including the process, the choices and discoveries you make, and the problems you encounter. The purpose of the self-reflection questions below is to inspire you to think about your learning journey. For example, how has this knowledge made you better? How can you apply your new knowledge to other areas of your studies? What is its significance in the real world?
Tasks/ Instructions
· Students should fill in all five reflective journal entries as provided by the instructor.
· In order to answer each entry, students should write clear, concise, and error-free sentences and paragraphs, minimum 100 words per reflection entry.
· Ideally, each entry should be answered at the end of each designated week of classes.
· It is the student’s responsibility to submit the journal (Turnit-in) on the date of final submission announced on Moodle
·
REFLECTIVE JOURNAL | REFLECTION #1 | WEEK 4
Make a list of all the fears you have related to public speaking. Order them on a continuum from least feared to most feared. Decide which fears are preventable and describe how they could be prevented. For the unpreventable fears, decide what you could do if they occur. Fill in the table below and put your thoughts in a paragraph.
Fear
Preventable?
Unpreventable?
REFLECTIVE JOURNAL | REFLECTION #2 | WEEK 5
Reflect on your first individual presentation (Interpretive Reading) and answer the following:
a. What did you do well?
b. What would you like to improve in the upcoming speeches?
Refer to the grading rubric of this assignment to be more specific in your response.
REFLECTIVE JOURNAL | REFLECTION #3 | WEEK 9
Reflect on your experience so far and answer the following questions:
a. How do you evaluate your individual performance during the first half of the course?
b. In what area did you improve the most?
c. List three ways you think you have developed or grown as a result of this course.
REFLECTIVE JOURNAL | REFLECTION #4 | WEEK 10
Listen carefully to a classmate’s informative speech and then answer the following questions:
a. What is the name of your classmate?
b. What is his/her topic?
c. Which vocal or bod ...
For this Assignment you articulate how you will use research to .docx
For this Assignment you articulate how you will use research to improve the lives of students with exceptionalities.
To prepare:
· Read, review, and reflect on your work in this course and your work in all of the courses that you have taken to date. By now, you should have a general idea of a topic in the field of special education that interests you—a topic or
gap in practice
about which you may wish to conduct a research study.
· Consider the course Learning Resources and those listed for this module. Reflect on your examination of research methodologies and how each can be applied specifically within the field of special education.
· Ask yourself: What would I like to contribute to the field as a leader in special education? Then, identify a specific problem focusing on a gap in practice in the field of special education related to improving the lives of students with exceptionalities. In selecting your problem, consider the relationship between the identified problem of practice and social change.
Develop
a 3–5 page paper utilizing the following section headings:
1.
Problem Statement
a. Provide a 1- to 2-paragraph statement that is the result of a review of current literature and practice that contains the following information:
i. A logical argument for the need to address an identified gap in special education practice. Make sure to clarify why you believe that this is problem of practice in SPED.
ii. Preliminary evidence that provides justification that this problem is meaningful. Provide a minimum of 3–5 key citations that support the relevance and currency of the problem. These references need not all be from peer reviewed journals but should be from reputable sources, such as national agency databases or scholarly books, and should ideally be from the past 5 years.
2.
Significance
a. Provide 1 or 2 paragraphs informed by the topic outlined in the problem statement that describe the following:
i. How this study will contribute to filling the gap in SPED practice identified in the problem statement: What original contribution will this study make?
ii. How this research will support professional practice or allow practical application: Answer the “So what?” question.
3.
Questions
a. List the question or a series of related questions that are informed by the purpose, which will lead to the development of what needs to be done to research the identified gap in practice. A research question informs the research design by providing a foundation for
i. generation of hypotheses in quantitative studies,
ii. questions necessary to build the design structure for qualitative studies, and a
iii. process by which different methods will work together in mixed-methods studies.
4.
Nature of the Study
a. Using one of the following terms as a subheading, provide a concise paragraph that discusses the approach that will be used to address the research question(s) and how this approach aligns with the problem statement.
i. Th.
ARTICLE REVIEW INSTRUCTIONSYou will write an article review-relevant t.docx
ARTICLE REVIEW INSTRUCTIONS
You will write an article review, relevant to this week's learning module and readings. You will select the article yourself by searching the UWA Library Databases. The article you choose should be a research article (has a hypothesis that is empirically tested). Pick an article relevant to a topic covered in the weekly readings. Each review is worth 20 points.  The review should be 1-2 single-spaced pages in a 12-point font. It is in your best interest to submit your review before it is due so you may check your originality report and correct any spelling and grammatical errors identified by the software program.
The purpose of the review is to provide students knowledge of how research is conducted and reported. The main part of your review needs to include the following information. Please comment on these aspects of the article as part of your review. Provide only the briefest summary of content. What I am most interested in is your critique and connection to weekly readings.
Reference. Listed at the top of the paper in APA style.
Introduction. Read the introduction carefully. The introduction should contain:
· A thorough literature review that establishes the nature of the problem to be addressed in the present study (the literature review is specific to the problem)
· The literature review is current (generally, articles within the past 5 years)
· A logical sequence from what we know (the literature review) to what we don't know (the unanswered questions raised by the review and what this study intended to answer
· The purpose of the present study
· The specific hypotheses/research questions to be addressed.
· State the overall purpose of the paper. What was the main theme of the paper?
· What new ideas or information were communicated in the paper?
· Why was it important to publish these ideas?
Methods. The methods section has three subsections. The methods sections should contain:
· The participants and the population they are intended to represent (are they described as well in terms of relevant demographic characteristics such as age, gender, ethnicity, education level, income level, etc?).
· The number of participants and how the participants were selected for the study
· A description of the tools/measures used and research design employed.
· A detailed description of the procedures of the study including participant instructions and whether incentives were given.
Results. The results section should contain a very thorough summary of results of all analyses. This section should include:
· Specific demographic characteristics of the sample
· A thorough narrative description of the results of all statistical tests that addressed specific hypotheses
· If there are tables and figures, are they also described in the text?
· If there are tables and figures, can they be interpreted "stand alone" (this means that they contain sufficient information in the title and footnotes so that a reader.
More Related Content
Similar to Rubrics
Technology For Student Success - Simplifying Student Research
"Technology for Student Success" was a presentation for teachers and administrators to model how to simplify students' research by using of content with a purpose, for an audience. Each student culminates his or her research into a briefings format.
The format is easy to use when following the ABCs of Briefings:
*A - Authentic forms and strategies of research writing in the real world are identified, as resources for the integration of all subject areas.
*B - Briefings based on content for a purpose; affecting an audience.
*C - Choice is applies and connected to community within and outside of the classroom.
Throughout the session teachers:
1. discover how the structure of briefings support the author's purpose through strategic presentation of content to affect an audience.
2. apply components of authentic learning: choice, connections, and community to increase motivation, problem solving and quality in writing.
3. use self generated, open-ended questions about a topic to guide research from a variety of resources.
4. identify what makes effective revision through a question and answer sharing format.
5. self assess their own learning and consider how to implement the research model in their own classrooms with students.
I facilitated this session for the Center for School Reform (in Kansas City, MO) at the Summit for Student Success Conference, held in Columbia, MO.
RESEARCH PROPOSAL ASSIGNMENTDUE 12032018 5PMSUBMIT ON BLACK.docx
RESEARCH PROPOSAL ASSIGNMENT
DUE: 12/03/2018 5PM
SUBMIT ON BLACKBOARD
For this assignment, you will draw on your lessons from the topic development and data collection you did in the course to write a 10-13 page (double-spaced) proposal outlining details that you propose for a 4-month study. In this proposal, you will be expected to include the following:
I. Introduction and research question: Offer a brief context for your topic. This can include some interesting current event that is connected to your topic, relevant brief historical details, and/or the setting up of the broader theoretical, political or social issues or conversation your question is attempting to address. This introduction should then clearly lead into your research question. In other words, your articulation of your research question should naturally flow from the introductory context you set up. State the research question clearly. You must include citations for any claims you make!
II. Rationale/Significance: Explain to us the significance of your project. Some ways you can think about this question; you don’t have to answer all of these:
a. Why is your study original?
b. Why is it important to ask this question you are posing? What would it help us understand better?
c. Why is doing it qualitatively a valuable contribution?
d. Are the participants or site something other scholars haven’t considered but should? Why?
III. Literature Review: Provide a brief overview of the bodies of literature that will be informing your project. This is an outline of your literature review so remember, this should only be references to secondary and scholarly sources (e.g.—NOT newspapers). Cite some examples (5-7) of the scholarship you would use. Answer the following:
a. Which areas of scholarship (disciplines, sub-disciplines, schools of thought, areas of study, etc.) will you be drawing from?
b. Why are you drawing from these? How does it help inform your work?
c. What are the broader discussions, debates, conversations, etc. that these bodies of literature are having about your topic?
d. What will be your study’s contribution to this discussion? In other words, what do you think is missing in their scholarly conversation? What haven’t they tackled (or adequately tackled) yet?
IV. Methods: In this section, provide full details about your methodological approach to this study [JUSTIFY EVERYTHING].Answer the following:
a. What will be the fieldsite for your study? A center? A government agency? A building? Some meeting? Explain briefly why this would be appropriate for your study.
b. Who will be the participants in your study? Whom will you observe? Whom will you interview? Provide number of individuals, positions, etc. Explain why you are making these decisions.
c. Which methods will you be using? Why? Provide details. How many hours/days will you spend doing participant-observation? How many semi-structured interviews? If relevant, what kind of material culture data do.
Week 3 APA Module AssignmentWeek 3 APA Module Assignmentb. Lis.docx
Week 3 APA Module Assignment
Week 3 APA Module Assignment
b. Listen to the tutorial or download and review the transcript on APA and answer the questions below
After reviewing the presentation, compose a 2-paragraph response in which you address each of the following points:
1. Why is APA Style used to document ideas in writing? What is the purpose of the in-text citation? Demonstrate your understanding of the in-text citation by providing an in-text citation for the article you summarized for the week 2 assignment. (15 points)
2. In the article that you summarized in week 2, you may have found some information that you want to quote directly. To demonstrate the process for citing a direct quote, provide an example of properly quoted material. (20 points)
Week 3 Grading Rubric for Proposal Pitch
Central Idea/ Focus: thesis statement or main exists; all ideas consistently address this main idea. Off-topic or irrelevant ideas should not exist. 10 points
Support/ Development of Ideas: Ideas are sufficiently developed for each point. ideas are sufficiently developed for each point. Three points for each of the five sections of the document. 15 points
Organization/ Structure: the internal structure of a piece of writing, the thread of central meaning. All ideas are organized well without any missing or incomplete components. The answers are from one to three sentences each. 10 points
APA including Paper Format: correct title page, headers, second page title, margins, alignment, spacing, font and size. 10 points
Grammar/Mechanics/Style:Grammar refers to correctness of language usage, mechanics refers to conventional correctness in capitalization, punctuation, and spelling. Style includes word choice, sentence variety, clarity, and conciseness. Also, sentences vary in length and structure; ideas are clear, logical, and concise. 5 points
Running head: YOUR TITLE GOES HERE 1
YOUR TITLE GOES HERE 3
Your Course Project Title Goes Here
First Last Name
Name of University
Your Course Project Title Goes Here
The purpose of a proposal is to highlight standout ideas, and to do so in a manner that can convince an audience to support a project. Proposals delivered in a workplace are often part of a competitive process in which the strongest proposal is offered the business. In these contexts, effective word choice and professional delivery define the effective communication of an idea. Your research proposal will be presented as a sentence outline. As the name suggests, the sentence outline presents complete thoughts in complete sentences as opposed to phrases. In each section of the proposal, choose ideas with the goal of persuading your reader to believe that you are interested in the topic and ready to learn how to develop the topic into a project. Use a complete sentence to provide the response to each of the questions below. You can use first person. Use APA documentation for the final section of the proposal to document any sources re.
Outline & Research Design RoadmapThis exercise will help you bui.docx
Outline & Research Design Roadmap
This exercise will help you build off the existing literature you documented in the annotated bibliography and develop a plan for your own research project. Bring this completed document with you to your one on one meeting with Dr. Stevenson or Dr. Delshad on September 30th. Please type your information into this document and print it off.
Student Name:
Research Question:
1) Dependent variable:
A) What is your dependent variable? If you have more than one discuss all dependent variables in you analysis.
B) How have previous researchers measured this variable based on your review of the literature?
C) How will you measure this variable for your study?
D) From where will you obtain the data necessary to measure the variable?
2) Independent variables:
A) What schools of thought did you identity in your annotated bibliography?
B) What independent variables are the key focuses of each of these schools of thought?
C) How do previous researchers measure these variables?
D) How will you measure these variables for your study?
E) From where will you obtain the data necessary to measure the variables?
F) Are there any independent variables you plan to include in your study that are not covered in the current schools of thought listed on your annotated bibliography?
a. If so, seek out information about these variables to incorporate into your literature review, and explain:
i. How do previous researchers measure these variables?
ii. How will you measure these variables for your study?
iii. From where will you obtain the data necessary to measure the variables?
3) What if any major challenges are you having with your research project that you need help with?
PSC 401 – Student Presentation Rubric
1
2
3
4
Mean
Organization
Audience cannot understand presentation because of poor organization; introduction is undeveloped or irrelevant; main points and conclusion are unclear;
Audience has difficulty following presentation because of some abrupt jumps; some of the main points are unclear or not sufficient stressed;
Satisfactory organization; clear introduction; main points are well stated, even if some transitions are somewhat sudden; clear conclusion;
Superb organization; clear introduction; main points well stated and argued, with each leading to the next point of the talk; clear summary and conclusion.
Mechanics
(PowerPoint or other supporting materials)
Slides seem to have been cut-and pasted together haphazardly at the last minute; numerous mistakes; speaker not always sure what is coming next;
Boring slides; no glaring mistakes but no real effort made into creating truly effective slides;
Generally good set of slides; conveys the main points well;
Very creative slides; carefully thought out to bring out both the main points as well as the subtle issues while keeping the audience interested.
Delivery
Mumbles the words, audience members in the back can't hear anything; too many filler words; dist.
Social and Cultural Foundations of Counseling Key Performance.docx
Social and Cultural Foundations of Counseling
Key Performance Indicator (KPI)
Faculty systematically assesses each student’s progress by examining a combination of knowledge and skills. Key performance indicators are course tasks, activities, or assignments selected by faculty to assess student learning in core content areas of the counseling curriculum. Key Performance Indicators are measured multiple times and at different points in time during the student’s master’s program.
This course has been identified as partially fulfilling one of the eight core content areas of the counseling curriculum, Social and Cultural Diversity. The following content area objectives are addressed within this course via the designated Key Performance Indicator task described below.
3. Understand the ways in which advocacy and legislative policies, barriers, programs, and practices can be developed, adapted, and modified to identify and eliminate barriers, prejudices, and processes of intentional and unintentional oppression and discrimination.
5. Explore attitudes, beliefs, understandings, and acculturative experiences, including specific experiential learning activities that are designed to foster understanding of self and culturally diverse clients.
6. Describe individual, couple, family, group, school, and community strategies for working with and advocating for diverse populations, including multicultural competencies.
Course Objective
CACREP Standard*
3.
2. F. 1. e.; 2. F. 2. h.
5.
2. F. 2. d.
6.
CMHC 5. C. 2. j
Relevant Accreditation Standards Met by KPI:
* Clinical Mental Health Counseling Concentration only
Students will demonstrate competency via successful completion of the following key performance indicator required task: Ethnographic Interview Paper. This task will be further described below in the Description of Assignments.
Key Performance Indicator Assignment: Ethnographic Interview Paper PYCL 632 Required KPI Assignment: Ethnographic Interview Paper (20 points)
For the ethnographic interview students are asked to interview a person who is culturally different from you (e.g., age, race/ethnic background, socioeconomic and/or occupational status, ability, etc.).
The interview will be conducted in a specific format.
Students are to prepare a set of questions that would fall under the broad content areas stated below prior to meeting with the interviewee.
During the interview, keep notes that will be useful in writing the final 7 to 10-page paper about the interviewing experience.
The paper must be written in APA style and format (i.e., title page, abstract, etc.)? and have at least 3 scholarly sources (no older than 10 years) to support your writing. Scholarly sources are journals and books, no websites or brochures.
The following broad content areas must be addressed during the interview. In writing your paper, please organize it using these broad content areas as major headings and using your interview .
Inquiry Learning by Sue McLean
Inquiry Learning & Questioning Presentation by Sue McLean, Nelson Central School.
Presented at the Nelson ICT Cluster Conference, April 2009
COM114 Fall 2019 Reflective JournalCOM114 Fall 2019A.docx
COM114 | Fall 2019 | Reflective Journal
COM114 | Fall 2019
American University of the Middle East Student Name: ____________________ Student ID: _ Section: _
COM114 | Fall 2019
American University of the Middle East Student Name: ____________________ Student ID: ______________ Section: ________
HOMEWORK
Reflective Journal [10%]
Course: COM 114 Fundamentals of Speech Communication
Instructors: Alvaro Subero,Nurcan Kose, Arda Jebejian, Filomachi Spathopoulou, Hanane Benali, Slaheddine Mnasri, Belen Gaspar Garcia, Stavros Papakonstantinidis
Term:Fall 2019
Assignment Title: Reflective Journal
Rationale
Self-reflection is a purposeful activity in which you exercise multiple skills, such as critical thinking, personal responsibility, adaptability, and more. When you debrief an experience, you reflect on everything including the process, the choices and discoveries you make, and the problems you encounter. The purpose of the self-reflection questions below is to inspire you to think about your learning journey. For example, how has this knowledge made you better? How can you apply your new knowledge to other areas of your studies? What is its significance in the real world?
Tasks/ Instructions
· Students should fill in all five reflective journal entries as provided by the instructor.
· In order to answer each entry, students should write clear, concise, and error-free sentences and paragraphs, minimum 100 words per reflection entry.
· Ideally, each entry should be answered at the end of each designated week of classes.
· It is the student’s responsibility to submit the journal (Turnit-in) on the date of final submission announced on Moodle
·
REFLECTIVE JOURNAL | REFLECTION #1 | WEEK 4
Make a list of all the fears you have related to public speaking. Order them on a continuum from least feared to most feared. Decide which fears are preventable and describe how they could be prevented. For the unpreventable fears, decide what you could do if they occur. Fill in the table below and put your thoughts in a paragraph.
Fear
Preventable?
Unpreventable?
REFLECTIVE JOURNAL | REFLECTION #2 | WEEK 5
Reflect on your first individual presentation (Interpretive Reading) and answer the following:
a. What did you do well?
b. What would you like to improve in the upcoming speeches?
Refer to the grading rubric of this assignment to be more specific in your response.
REFLECTIVE JOURNAL | REFLECTION #3 | WEEK 9
Reflect on your experience so far and answer the following questions:
a. How do you evaluate your individual performance during the first half of the course?
b. In what area did you improve the most?
c. List three ways you think you have developed or grown as a result of this course.
REFLECTIVE JOURNAL | REFLECTION #4 | WEEK 10
Listen carefully to a classmate’s informative speech and then answer the following questions:
a. What is the name of your classmate?
b. What is his/her topic?
c. Which vocal or bod ...
For this Assignment you articulate how you will use research to .docx
For this Assignment you articulate how you will use research to improve the lives of students with exceptionalities.
To prepare:
· Read, review, and reflect on your work in this course and your work in all of the courses that you have taken to date. By now, you should have a general idea of a topic in the field of special education that interests you—a topic or
gap in practice
about which you may wish to conduct a research study.
· Consider the course Learning Resources and those listed for this module. Reflect on your examination of research methodologies and how each can be applied specifically within the field of special education.
· Ask yourself: What would I like to contribute to the field as a leader in special education? Then, identify a specific problem focusing on a gap in practice in the field of special education related to improving the lives of students with exceptionalities. In selecting your problem, consider the relationship between the identified problem of practice and social change.
Develop
a 3–5 page paper utilizing the following section headings:
1.
Problem Statement
a. Provide a 1- to 2-paragraph statement that is the result of a review of current literature and practice that contains the following information:
i. A logical argument for the need to address an identified gap in special education practice. Make sure to clarify why you believe that this is problem of practice in SPED.
ii. Preliminary evidence that provides justification that this problem is meaningful. Provide a minimum of 3–5 key citations that support the relevance and currency of the problem. These references need not all be from peer reviewed journals but should be from reputable sources, such as national agency databases or scholarly books, and should ideally be from the past 5 years.
2.
Significance
a. Provide 1 or 2 paragraphs informed by the topic outlined in the problem statement that describe the following:
i. How this study will contribute to filling the gap in SPED practice identified in the problem statement: What original contribution will this study make?
ii. How this research will support professional practice or allow practical application: Answer the “So what?” question.
3.
Questions
a. List the question or a series of related questions that are informed by the purpose, which will lead to the development of what needs to be done to research the identified gap in practice. A research question informs the research design by providing a foundation for
i. generation of hypotheses in quantitative studies,
ii. questions necessary to build the design structure for qualitative studies, and a
iii. process by which different methods will work together in mixed-methods studies.
4.
Nature of the Study
a. Using one of the following terms as a subheading, provide a concise paragraph that discusses the approach that will be used to address the research question(s) and how this approach aligns with the problem statement.
i. Th.
ARTICLE REVIEW INSTRUCTIONSYou will write an article review-relevant t.docx
ARTICLE REVIEW INSTRUCTIONS
You will write an article review, relevant to this week's learning module and readings. You will select the article yourself by searching the UWA Library Databases. The article you choose should be a research article (has a hypothesis that is empirically tested). Pick an article relevant to a topic covered in the weekly readings. Each review is worth 20 points.  The review should be 1-2 single-spaced pages in a 12-point font. It is in your best interest to submit your review before it is due so you may check your originality report and correct any spelling and grammatical errors identified by the software program.
The purpose of the review is to provide students knowledge of how research is conducted and reported. The main part of your review needs to include the following information. Please comment on these aspects of the article as part of your review. Provide only the briefest summary of content. What I am most interested in is your critique and connection to weekly readings.
Reference. Listed at the top of the paper in APA style.
Introduction. Read the introduction carefully. The introduction should contain:
· A thorough literature review that establishes the nature of the problem to be addressed in the present study (the literature review is specific to the problem)
· The literature review is current (generally, articles within the past 5 years)
· A logical sequence from what we know (the literature review) to what we don't know (the unanswered questions raised by the review and what this study intended to answer
· The purpose of the present study
· The specific hypotheses/research questions to be addressed.
· State the overall purpose of the paper. What was the main theme of the paper?
· What new ideas or information were communicated in the paper?
· Why was it important to publish these ideas?
Methods. The methods section has three subsections. The methods sections should contain:
· The participants and the population they are intended to represent (are they described as well in terms of relevant demographic characteristics such as age, gender, ethnicity, education level, income level, etc?).
· The number of participants and how the participants were selected for the study
· A description of the tools/measures used and research design employed.
· A detailed description of the procedures of the study including participant instructions and whether incentives were given.
Results. The results section should contain a very thorough summary of results of all analyses. This section should include:
· Specific demographic characteristics of the sample
· A thorough narrative description of the results of all statistical tests that addressed specific hypotheses
· If there are tables and figures, are they also described in the text?
· If there are tables and figures, can they be interpreted "stand alone" (this means that they contain sufficient information in the title and footnotes so that a reader.
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COM114 Fall 2019 Reflective JournalCOM114 Fall 2019A.docx
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Rubrics
- 1. Breaking Down the Rubric How will I be graded in English and Social Studies on my Relationships Project?
- 2. In Social Studies… We are assessing three indicators… M.SS7.7 analyze conventional and alternative uses of resources M.SS7.4 explain and compare ways in which people satisfy their basic needs and wants through the production of goods and services SS2.8 explain causes and consequences of conflict and cooperation among individuals, groups, societies and nations
- 3. Remember the Guiding Questions? While researching the social studies piece, we asked you to focus on guiding questions that were aligned to each indicator assessed…
- 4. M.SS7.7 analyze conventional and alternative uses of resources Guiding Questions: What is your resource? Who uses it? In what ways is it used? Is there an alternative, more fair or sociallysustainable way to get or use this resource?
- 5. M.SS7.4 explain and compare ways in which people satisfy their basic needs and wants through the production of goods and services Guiding Question: Why do people want or need this resource?
- 6. SS2.8 explain causes and consequences of conflict and cooperation among individuals, groups, societies and nations Guiding Questions: How does this resource cause conflict between people? What are the consequences of the conflict? ANDHow do people cooperate to resolve conflict? What are some benefits of cooperation to the economy, society or environment?
- 7. In English… We are assessing two indicators…each related to your oral communication skills: E.MS.6.1 Students can refer to main ideas and supporting details on a topic, story, or idea while speaking orally E.MS.6.6 Students can speak using language specific to topic, genre, audience, and purpose
- 8. E.MS.6.1 Students can refer to main ideas and supporting details on a topic, story, or idea while speaking orally Guiding Questions: What is the purpose of this presentation? What are your conclusions and recommendations about this product? ***Your purpose is your THESIS! You all have one!
- 9. E.MS.6.6 Students can speak using language specific to topic, genre, audience, and purpose Word Bank: To help you achieve proficiency with this indicator, you were given a word bank of content rich vocabulary. Have you used it? Have you added to it?
- 10. You will also earn a score for your research… How were you able to USE INFORMATION? Did you: Extract relevant information to answer the research questions? Write organized notes in your own words? Have a system for recording your sources? Use the correct format to cite your sources? ***This score will be a part of your SS grade
- 11. How are we going to get this done? When will the teachers assess my work? This week we continue storyboarding and search for pictures… At the beginning of next week we create our presentations in three blocks…THEY ARE DUE WEDS! Projects will be viewed and assessed on Thursday, Dec 9 and Friday, Dec 10. Your project will either be graded by Ms. Markham and Mrs. Feren OR by Mr. Freeman and Ms. Parry. You will also self assess your work, and receive feedback from your peers.