...ITT TECHNICAL INSTITUTE EN3220 Written Analysis Onsite Course GRADED ASSIGNMENTS Table of Contents Graded Assignments 4 Unit 1 Journal 1: Personal Narrative 4 Unit 1 Journal 1: Personal Narrative Handout 6 Unit 1 Journal 2: Civic Narrative 9 Unit 1 Journal 2: Civic Narrative Handout 11 Unit 1 Assignment 1: What Would You Do? 12 Unit 2 Journal 1: Personal Narrative 13 Unit 2 Journal 1: Personal Narrative Handout 15 Unit 2 Journal 2: Civic Narrative 19 Unit 2 Journal 2: Civic Narrative Handout 20 Unit 2 Journal 3: Article Response 22 Unit 2 Assignment 1: What Would You Do? 23 Unit 2 Assignment 2: Declaration of Independence and Public Safety 25 Unit 3 Journal 1: Car Commercials 26 Unit 3 Journal 2: Personal Narrative 27 Unit 3 Journal 2: Personal Narrative Handout 28 Unit 3 Journal 3: Civic Narrative 31 Unit 3 Journal 3: Civic Narrative Handout 32 Unit 3 Journal 4: Taste vs. Judgment 34 Unit 3 Presentation 1: What Would You Do? 35 Unit 3 Assignment 1: Habits That Hinder Thinking 36 Unit 4 Journal 1: Invention Exercise 37 Unit 4 Journal 1: SWOT Analysis Template 38 Unit 4 Journal 2: Personal Narrative 39 Unit 4 Journal 2: Personal Narrative Handout 41 Unit 4 Journal 3: Civic Narrative 43 Unit 4 Journal 3: Civic Narrative Handout 44 Unit 4 Assignment 1: What Would You Do? 46 Unit 4 Assignment 2: Invention White Paper 47 Unit 5 Journal 1: Personal Narrative 48 Unit 5 Journal 1: Personal Narrative Handout 49 Unit...
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...specific grade levels to be able to do or know, which are specified in the picture with grade 4-6. | Content standards are used in education to make sure the students learn the basics in each course, as well as to make sure the content is adequate for the grade level that is learning the information. | Picture B: Cooperative Learning | Cooperative learning is a teaching strategy where small groups work or study together with a difference in levels of abilities. In this picture it shows a small group working together without confrontation. | In the educational process it helps for the students to be able to work together because they may be able to understand and work with each other. The difference in their ability levels can bring the group together to help those who may not understand the teacher, but may understand the way another student explains the material. | Picture C: Inquiry Instruction | Inquiry instruction is a technique that teachers use by creating a situation where students use their problem solving skills, like the puzzle the child is working. | Inquiry instruction works well in the educational process for those who are active, hands on learners. It helps the students to seek out information to gain a better understanding of material and create new knowledge by using problem-solving and critical thinking techniques. | Picture D: Informal assessment | Informal assessments are evaluations of a student’s understanding and knowledge where there is no formal score...
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...students in the classroom would be Oral scoring rubric and observation checklist. The oral scoring rubric will allow you to hear the student read aloud in small and large group it will allow you to visually see if they can pronounce the words clearly where, everyone can understand what is being said by the student. You can set the grading rubric fairly for everyone to and have the rubric broken down into different area and grading from high to low and also explaining to the student what the scale means. The rubric could be put into different categories such are reading with a partner, re-telling the story assigned to, giving oral reports to the class, brainstorming the story in small and large group, written assignment of the story and also small group re-telling the story in a way that they understood the story, along with all of these there would need to be 3-5 questions they would need to write out answers for. Next would be observations checklist, with the observation checklist this could be used in so many ways such as portfolios to see the progression of the students work from the beginning of the year to the end, a writing portfolio checklist to see if the students have mastered by the end of the school year, two different projects of work one with a partner and another with a small group in which everyone has a job to accomplish, then there could be a major reading and writing project that they could work on all year that would be due at the end of the...
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...questions. It is possible that you could be asked some of these exact questions during an interview. Choose 7 questions from Group A and 3 questions from Group B, for a total of 10. Your responses to the questions in Group B should have three parts. Respond to these using Martucci Lamarre's (2006) B.A.R. (background, action(s), results) framework (p. 124). Respond to the questions as you would during an interview and provide as complete an answer as possible for each one. Group A: Standard Questions (Choose 7 questions from this group, from p. 121). 1. Tell me something about yourself. 2. Why should I hire you? 3. What are your strengths? 4. What are your weaknesses? 5. Why are you applying for this position? 6. How are you qualified for this position? 7. Why are you interested in working for our firm? 8. What can you contribute to this company? 9. What are your short-term goals? 10. What are your long-term goals? Group B: Behavior-Based Questions (Choose 3 questions from this group, from p. 124). 1. Tell me about a difficult situation you dealt with when supervising others. What did you do, and what were the results? 2. Describe a time when you had to use your best oral communication skills. What was the situation, and what was the outcome? 3. Describe a time when you had to adjust to change. How did you cope? 4. Explain a role you filled as a group or team member. 5. We all face disappointments in life. Tell me about a time when you had to handle disappointment or...
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...current professional nursing practice. Course Objectives: 1. Describe the characteristics of professional nursing practice. 2. Interpret the relationship of the major concepts and theories threaded throughout the nursing curriculum to professional nursing practice. 3. Relate to professional nursing practice philosophical beliefs about man, environment and health. 4. Evaluate how nursing theory guides nursing practice. 5. Analyze how the professional nurse utilizes the nursing process to maximize quality care outcomes for individuals, families and communities. Teaching/Learning Activities: One or a combination of the following strategies/activities may be used during instruction in this course 1. Lecture 2. Group discussion 3. Reading Assignments 4. Student Presentation 5. Experiential activities...
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...First divide the students into equal groups if possible. For example: if there are 20 children in a class there can be five groups with four students per group. The groups should be arranged in advance. This is to help make sure that they are compatible. The student groups should be diverse so that there different abilities, races, and genders per group. This helps the groups to be able to learn from each other. Step two: Assign each group a leader. The leader should be someone who can help guide the group and be able to give good direction in helping the group’s individuals learn what they need to know to be able to teach their part to the other groups. This is done so that a teacher does not always have to be right there all the time. The leader of the group should be the most mature of the group. Step three: Give each group a separate assignment that is related but not the same as the other groups. The groups will be as follows. Group one will be given the task of researching the animals of the salt marsh. Group two will be given the task of describing what a salt marsh is and where it is located. Group three will be given the task of describing the tides, the changes in the tides, and the effect it has on the salt marsh ecosystem. Group four with research and describe the salinity of the salt marsh and how and what makes it change. Group five will be given the task of researching the plants of the salt marsh Step four: Hand out a rubric with what information each assignment...
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...HCA 225 Complete Course (All Discussions and Assignments) IF You Want To Purchase A+ Work Then Click The Link Below , Instant Download http://acehomework.com/HCA-225-Complete-Course-All-Discussions-and-Assignments-4563745.htm If You Face Any Problem E- Mail Us At JohnMate1122@gmail.com Week 1 Discussion Your state legislature is considering the following health policy proposal: Mandating that all female students entering the 6thgrade obtain the cervical cancer vaccine. Discuss the policy and economic questions associated with this proposal. Interest groups do not have the power to pass laws; however, they can and do influence policy decisions. Provide examples and discuss how interest groups have influenced health policy decisions. For example, motorcycle helmet laws – if we know that the use of a safety helmet can protect individuals from severe head and neck injuries in an accident, why do some states not have full helmet laws for all motorcycle riders? Week 2 Discussion Health policy is profoundly influenced by value-driven issues that cut across the entire U.S. policy landscape. Describe both positions (i.e., for and against) a current debate regarding a value-driven health policy issue. What interests in health policy do you bring to this class? McLaughlin’s Table 1-1 specifies the knowledge and skills called for in a policy analyst. Discuss for which of these areas do you currently feel prepared, and in which ones do you want to gain competence...
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...HCA 225 Complete Course (All Discussions and Assignments) IF You Want To Purchase A+ Work Then Click The Link Below , Instant Download http://acehomework.com/HCA-225-Complete-Course-All-Discussions-and-Assignments-4563745.htm If You Face Any Problem E- Mail Us At JohnMate1122@gmail.com Week 1 Discussion Your state legislature is considering the following health policy proposal: Mandating that all female students entering the 6thgrade obtain the cervical cancer vaccine. Discuss the policy and economic questions associated with this proposal. Interest groups do not have the power to pass laws; however, they can and do influence policy decisions. Provide examples and discuss how interest groups have influenced health policy decisions. For example, motorcycle helmet laws – if we know that the use of a safety helmet can protect individuals from severe head and neck injuries in an accident, why do some states not have full helmet laws for all motorcycle riders? Week 2 Discussion Health policy is profoundly influenced by value-driven issues that cut across the entire U.S. policy landscape. Describe both positions (i.e., for and against) a current debate regarding a value-driven health policy issue. What interests in health policy do you bring to this class? McLaughlin’s Table 1-1 specifies the knowledge and skills called for in a policy analyst. Discuss for which of these areas do you currently feel prepared, and in which ones do you want to gain competence...
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...Group Communication Class Reflection Wonderful job, great success, outstanding job, or well done, are the phrases which any group would love to hear as the result of their project. In order to hear these phrases the group needs to work very hard starting from group formation, to group communication, group norms, roles, rubrics, and other skills and methods. Throughout this course, I had the chance to experience some wonderful group work. After completing our project, I looked back and was able to see that we had worked a lot in order to succeed in our goal. This class has thought me to be a responsible group member. In the following report I would like to talk about the topics which really pointed out to me, and which have helped me to look at group work differently. In the report I will be talk about group communication, the stages of group formation and what they include, the cultural diversities in groups, and the assessment rubric. Isa N. Engleberg and Dianna R. Wynn, authors of the book “Working in Groups”, define group communication as an “interaction of three or more interdependent members working to achieve a common goal.” From the beginning of the course, this sentence really stood out to me. The word interdependent plays a big role in a group project, and if the group is formed out of non-dependable members, then the group’s goal will most likely not be successful....
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...individual Assignment is on the PIZZA Industry that should be basically about. A rubric for each of the potential topics is included in this spreadsheet. As you make your selection, think about which topic interests you the most! Make sure you read the FAQs below before you begin. Requirements for All Topics • Use APA —12-point font, legible font, double-space your text, use one-inch margins on your pages. • Properly cite all sources and use quotation marks or some other formatting to clearly identify all words which are not your own. • Review the tutorials located in our course Syllabus for additional information about originality. • Course Drop Box is configured to auto submit your work to Turnitin.com should be in your own words • Use the appropriate rubric for your topic selection. • Follow the rubric guidelines for length. • Your work must be original to this assignment. Do NOT reuse a paper from a prior course • Review the FAQ’s below for additional direction. FAQ’s Question 1: Does this paper replace the group business plan? No, this paper is in addition to your group business plan. Question 2: Should I use my team’s business idea for this paper? Some students find it easier to use the same topic, but you may choose another business idea for this paper if you prefer. Question 3: I noticed these topics are also subsections in the group business plan rubric. May my team reuse my work from this paper in our final written business plan? Yes, you may reuse your...
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...Annotated and Abbreviated List of Tompkins’ Literacy Instructional Procedures Morgan Lewis Grand Canyon University: RDG 512 June 17, 2015 Just as the needs of students vary teachers methods of instruction should vary. Meeting the literacy needs of students should be done through a wide variety of instructional strategies that meet the needs of students and meet the requirements of a balanced literacy program. The following information shares 12 instructional procedures to be used in a third grade classroom. The procedures are from the Tompkins’ Compendium shared in the text Literacy for the 21st Century: A Balanced Approach (6th ed.). Introduction Meeting the literacy needs of diverse students can be an overwhelming task. Teachers need to have well organized and well prepared lessons that allow students to focus on developing their literacy skills. Literacy lessons that include specific strategies designed to support literacy instruction through a variety of approaches leads to successful readers. The goal of each lesson is to increase student’s literacy success while supporting their literacy needs. To help support third grade literacy skills a teacher can use several, if not all, of the instructional procedures shared in Literacy for the 21st Century: A Balanced Approach by Gail E. Tompkins, 2014. Annotated and Abbreviated List of Tompkins’ Literacy Instructional Procedures ...
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...ame: Rachael Butcher ID: 185016 Task 2 LESSON PLAN TEMPLATE GENERAL INFORMATION Lesson Title & Subject(s): Angry Birds Parabolas Topic or Unit of Study: Quadratics (Lesson 6 of 6) Grade/Level: 9th / Algebra 1 Instructional Setting: Lesson takes place in a regular high school math classroom. Class periods are 55 minutes each day. Class size ranges from 20 to 30 students. Students sitting in table groups of 4 to 6. Students will work in random groups of 4. A color dot has been taped to each seat and this color dot will determine which group that student is a member of. The front of the room has a large white board, a Promethean board, and the teacher’s computer. The back of the room has a window, the teacher’s desk, and built-in...
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...EXPERIENTAL LEARNING COURSES FS FIELD STUDY 5 * Your Tools As you observe a class, note down your significant observation of the performance-based activity in the classroom. Then, make a checklist of the important things you wish to consider in your assessment planning. For these tasks, please use the Activity Forms provided for you. For your proposed plan for process-oriented assessment, it is recommended that you use the format that you agreed in your Assessment-2 class. Please remember that the rubrics are part and parcel of your assessment plan. OBSERVATION NOTES | Name of the School Observed: Cagayan State University Andrews CampusYear level & Section: III-J Subject Area: Social ScienceSubject Matter: Micro and Macro Economics Topic: Four Production ProblemsObserved teacher: Mr. Roger Ramos Objective: Perform a simple role-play showing ways on how to solve the four production problems. | Describe in bullets the performance-based activity you observe. * The performance-based assessment task that was given to us portrays real-life situation wherein we were able to use and apply the information we acquired during the discussion. It was an authentic assessment task that is embedded in a context that has some meaning or purpose beyond school or beyond the bounds of the classroom lesson or unit. * It involves all domains of learning: * Cognitive- we are able to use the information that we acquired by thinking on what possible way...
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...Assignment Grading Rubric Course: IT460 Unit: 10 Points: 140 Assignment 10 Outcomes addressed in this activity: Complete final assignment Course Outcomes: IT460-1 Compare various types of information systems. IT460-4 Practice team dynamics by participating in a role play activity. Assignment Instructions: Please complete the following assignments using MS Word. Save the assignment as Final Assignment.doc and place it into the Unit 10 Final Assignment Drop Box. Ensure all group members have checked the final assignment before it is submitted. Submit only one Final Assignment per group. Click here to access the “SCR-TIMS Work Session Link”. Part 1: System Architecture Tasks 1. Visit SCR's data library to review SCR's network configuration and then send Jesse a recommendation for the TIMS system architecture. She wants me to suggest an overall network topology solution. She also asked me to comment on these issues: legacy data, Web-centricity, scalability, security, and batch processing that might be needed. Jesse said it was OK to make reasonable assumptions in my proposal to her (SCR-TIMS, Work Session, Session 10,- To Do List #2). This includes providing a detailed description of a client/server architecture. Assignment should also show distinction between 2 tier and 3 tier network and select one for recommendation. A detailed analysis of network topology includes definition and what is being proposed for the client. Assignment should give a definition of what...
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...Develop an educational project that includes a specific outcome while teaching academic skills Make Your Own Project-Based Lesson Plan Gloria J. Edwards Educator and Curriculum Development Specialist Unlimited Learning, Inc. Copyright 2002 Mountain Plains Distance Learning Partnership Integrated Learning http://www.integratelearning.org Special funding provided by the U.S. Department of Education, Star Schools. Instructions based on the five-concept template created by Leecy Wise for Star School teachers, Cortez, CO, 2001-2002 Topic: Make Your Own Project-Based Lesson Plan Develop an educational project that includes a specific outcome while teaching academic skills. Identify Grade level or Group Here An integrated lesson plan covering # sessions of approximately # hours each. Your Name as Lesson Author Here The following passage is included in all Integrated Learning lesson plans: Lesson-Planning Approach Students do not learn from what you do, but from what you have them do. This is a template for creating project-based lessons. Examples and important information are set in text boxes, while the rest of the text can be used as lesson template. Text and headings that are part of the “Integrated Learning” lesson format are printed in color bands or bold text. For other examples of our project-based lesson plans, refer to our website www.integratelearning.org . Some learners perceive their “world” as a whole, where all things are interconnected and dependent...
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