Learning Outcome Assessment I Group Assignment Book Chapter Presentations (10%) Check the course calendar and Blackboard for due dates Purpose of Assignment The purpose of this assignment is to provide you with an opportunity to actively participate in your learning and practice your communication, leadership, and teamwork skills. Assignment 1. Each group is required to present a chapter from the textbook: Elder, L. and Paul, R. (2002). Critical thinking: Tools for taking charge of your professional and Personal Life. 2. For each assigned chapter, a group of students is required to deliver a PowerPoint presentation to illustrate the key concepts and ideas from the chapter. The aim of the activity is to ensure understanding and discussion in the audience. Thus, chapter concepts must be explained by the presenters and discussed with the audience. 3. In taking an active role, your group will essentially be the classroom instructors for that chapter. Think of ways to involve your fellow students in the learning process and discussion. 4. Remember to engage your audience in the learning process. Each group should not only incorporate textbook concepts into activities, exercises, and class discussion, but also add information and materials from outside sources (i.e. videos or handouts). 5. Conflicts may arise amongst the group during preparation for the presentation. This is a normal part of group development and of the learning process. It is the responsibility of the group to handle these conflicts and to prevent them from influencing the group’s performance. 6. In case a group member does not show during the group presentation, the group must step in and cover the missing student’s material in such a manner that the audience would not know that a member of the group is missing. In other words, all group members must be prepared to cover all aspects of the group’s material. PAGE Page 1 of 1 Learning Outcome Assessment I Rubric for Book Chapter Presentation Element: Excellent:2 Good:1 Satisfactory: 0 Points Information “Big Ideas” and key points from the assigned reading are presented completely, clearly and in a well-organized manner. Presentation helps learners understand how these important ideas impact them as individuals. Presentation is mainly a review and/or summary of the information from the reading, and/or presentation does not make implications and/or organization does not facilitate good understanding. Information from the text is presented, but it is not complete and/or it is not clear. 2% Facilitation style Exploration of the material in the text is energetic and interesting. Handouts, visual aids, etc. are used to clarify key points and/or provide organizational support. The text material is shared with some interest but there is little to motivate learning or engage class participants wit ...

1. Learning Outcome Assessment I
Group Assignment
Book Chapter Presentations (10%)
Check the course calendar and Blackboard for due dates
Purpose of Assignment
The purpose of this assignment is to provide you with an
opportunity to actively participate in your learning and practice
your communication, leadership, and teamwork skills.
Assignment
1. Each group is required to present a chapter from the
textbook:
Elder, L. and Paul, R. (2002). Critical thinking: Tools for taking
charge of your professional and Personal Life.
2. For each assigned chapter, a group of students is required to
deliver a PowerPoint presentation to illustrate the key concepts
and ideas from the chapter. The aim of the activity is to ensure
understanding and discussion in the audience. Thus, chapter
concepts must be explained by the presenters and discussed with
the audience.
3. In taking an active role, your group will essentially be the
classroom instructors for that chapter. Think of ways to involve
your fellow students in the learning process and discussion.
4. Remember to engage your audience in the learning process.
Each group should not only incorporate textbook concepts into
activities, exercises, and class discussion, but also add
information and materials from outside sources (i.e. videos or
handouts).
5. Conflicts may arise amongst the group during preparation for

2. the presentation. This is a normal part of group development
and of the learning process. It is the responsibility of the group
to handle these conflicts and to prevent them from influencing
the group’s performance.
6. In case a group member does not show during the group
presentation, the group must step in and cover the missing
student’s material in such a manner that the audience would not
know that a member of the group is missing. In other words, all
group members must be prepared to cover all aspects of the
group’s material.
PAGE
Page 1 of 1
Learning Outcome Assessment I
Rubric for Book Chapter Presentation
Element:
Excellent:2
Good:1
Satisfactory: 0
Points
Information
“Big Ideas” and key points from the assigned reading are
presented completely, clearly and in a well-organized manner.
Presentation helps learners understand how these important
ideas impact them as individuals.
Presentation is mainly a review and/or summary of the
information from the reading, and/or presentation does not make
implications and/or organization does not facilitate good

3. understanding.
Information from the text is presented, but it is not complete
and/or it is not clear.
2%
Facilitation style
Exploration of the material in the text is energetic and
interesting. Handouts, visual aids, etc. are used to clarify key
points and/or provide organizational support.
The text material is shared with some interest but there is little
to motivate learning or engage class participants with the
material.
The material from the text is addressed in lackadaisical manner
with very little enthusiasm shown.
2%
Preparedness
The presenters are well prepared. The presenters are familiar
with the material from the chapter and do not read directly from
PowerPoint slides or textbook.
The presenters are somewhat prepared and are somewhat
familiar with the material from the chapter. They sometimes
read directly from PowerPoint slides or from the textbook.
The presenters are not well prepared and are not familiar with
the material from the chapter. They often read directly from the
PowerPoint slides or from the textbook.
2%

4. Discussion
Discussion of text material is promoted. Good questions lead to
engaging conversation and practical connections are made to
theoretical elements.
Questions are asked that guide discussion, but the conversation
remains superficial in nature.
There is very little discussion of the text material promoted.
2%
Activities
Meaningful activities, either individual or group, help promote
a deeper understanding of the material being explored.
Activities used are unrelated to the topic, not engaging, and/or
poorly planned.
There is no activity to enhance learning.
2%
TOTAL
10%