What will I do to establish and communicate learning goals, track student progress, and celebrate success?

In Chapter 1, Marzano talks about writing rubrics for learning goals. (Note: learning goals are also called learning targets.) For this assignment please choose one learning goal that is aligned to a standard, objective, strand, or concept you will be teaching in the next two weeks. Using the format of your choice, create a rubric that will allow you to assess if the learning goal for that standard, unit, strand, or concept has been met. Pages 19, 21 and 22 in the book have examples. Six examples are also provided below for you to look at.

Digital Literacy/Keyboarding
This course is an introduction to computer literacy. Students will have opportunities to use technology and develop skills that encourage creativity, critical thinking, productivity, and collaboration in the classroom and day-to-day life. Skills will be demonstrated by creating a project for a different content area. This course is aligned with national and international standards and the Utah Core to prepare students across multiple levels of skills. Students will complete this course with a prerequisite to move into high school computer literacy courses.

 

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Child Development Observation/Interview

For this project you will be conducting an observation and interview with a child between the ages of 3 and 10. In preparation for this you need to start thinking about who you will want to observe/interview and make contact with their parent or caregiver to gain permission and schedule at least 2 to 3 hours for the observation/interview.

You will create an informed consent form for the parent/caregiver to sign giving you permission to observe and interview the child and explaining the purpose of the observation and interview and what the information will be used for as well as identifying that you are not qualified to, nor will you be diagnosing any disorder or recommending any interventions for this child.
The parent/caregiver must sign and date the form as well as the child if the child is school age and above and able to understand the process.

Here is a helpful website to get you started:

• https://cphs.berkeley.edu/informedconsent.html

Part I – Describe the Observation

Recommendations: Prior to the interview/observation thoroughly read the sections in the text and other resources that relate to the age range of the child you are observing.

Observe for a minimum of 1 hour how the child interacts with others, how they play, any social, cognitive, emotional/psychological, sensory/perceptual, moral, physical, and/or motor characteristics or qualities. Take detailed notes of his or her behavior so you can analyze the behaviors and functioning in terms of developmental stages and theories related to these areas.
You maywrite this section up in paragraph form describing your observational time with the child.

Part II – Interview of the Primary Caretaker

After observing the child, you will interview the parent or guardian about how this particular child functions. You should design a questionnaire that will help you to better understand your earlier observations of the child. You will also want to ask questions that will help you further understand the child’s social, cognitive, emotional/ psychological, sensory/perceptual, moral, physical, and/or motor functioning.

Examples of questions:

1. Tell me about your child’s (ex: physical, social, emotional) development.
2. What incidents come to mind?
3. How has it changed from a year ago or six months ago?
4. What have you noticed about her/his (ex: physical) abilities that you think may be unique to your child?

You may do this section in paragraph form or as Q&A.

Part III – Interview of the Child

The final step in the observation/interview is to interview the child as long as they are old enough to answer your set of questions. You should prepare ahead of time a list of questions to help you further determine his or her social, cognitive, emotional/psychological, sensory/perceptual, moral, physical, and/or motor functioning.

You should also come prepared with a series of tasks in the form of games, puzzles, physical activities, etc. to further determine the stage of his or her social, cognitive, emotional/psychological, sensory/perceptual, moral, physical, and/or motor achievement.

You may do this section in paragraph form or as Q&A.

Part IV – Write your analysis of the observation

As you prepare to write your paper try to identify this child’s functioning as it compares to normative information found in the text (e.g., Piaget’s stages of cognitive development, standard physical characteristics such as height and weight categories, Brown’s stages of language development, Kohlberg’s moral development stages, etc.) and/or your other readings (be sure to include appropriate citations).

Write a well integrated paper (be sure to use APA format) that includes an analysis of this child’s functioning as it compares to at least three (3) of the theories of child development presented in the book over the areas of functioning mentioned above (social, cognitive, emotional/psychological, sensory/perceptual, moral, physical, and motor). In other words, you will use at least three (3) different theories of development to explain the child’s social, cognitive, emotional/psychological, sensory/perceptual, moral, physical, or motor functioning. Discuss any discrepancies you discover or other influences that may explain functioning unique to the child you observed. Conclude your paper with a thorough and comprehensive conclusion paragraph.

Be sure to use three (3) scholarly sources in addition to your textbook(4 total sources). You may use sources from your annotated bibliography. Your paper is expected to be at least 1500 words but no more than 3000 words. You must list the word count of the body of the paper, not including the references page or title page.

 

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Explain which states are involved in the event. Identify if there are any non-state actors, international governmental organizations, or non-governmental organizations involved. Identify a few of the key individuals involved. Then, explain which theory (realism, liberalism or constructivism) best explain that event and why.

First Paragraph – Introduce the event you will cover. Use a few sentences to explain the event. Briefly identify the states, non-state actors, IGO’s, NGO’s etc..and the individuals involved. Create a thesis statement that includes the theory you will cover.

Second Paragraph – Explain the states, non-state actors and key individuals involved. Go in more detail than you did for the introduction.

Third Paragraph (1/2 page) Theory – Spend a good amount of time discussing the theory that you find most applicable to this event.

 

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Hello,

I need two responses of at least 150 words each for the below students discussions for this week. Also in the bold below are the questions the students at answering.

Unlike the Toulmin and Rogerian methods where one side is argued over another, the Middle Ground argument mediates between two sides of an issue hopefully arriving at a compromise solution between two positions.

Please include both answers in one initial post with extra space between them.

Middle Ground Discussion: For this discussion, choose an issue that you wrote about previously in this course (either your Toulmin or Rogerian essay). Let the class know your previous claim and briefly how you proved this claim in your essay. After this brief review discussion, discuss how you would have approached this particular topic if you were to write a Middle Ground argument, instead of a Toulmin or Rogerian argument. Would you have adjusted your claim? If so, what sort of adjustment would you need? Would you have to find additional sources about your topic in order to prove this new claim? Is a middle ground solution a more practical solution to your chosen issue?

In your responses to your classmates on the Middle Ground discussion, let your classmate know which argument appears to be stronger: the original claim or the new middle ground claim. Please make sure to explain why. If you disagree with both claims, that’s fine – let your classmate know why you disagree in a bias-free manner.

Concluding Remarks: Secondly, during this course, you have read quite a few arguments, critiqued some of these arguments, and written essays using various methods of argumentation. Take a moment to consider your future courses at APUS and/or your current/future career field. How can you incorporate what you have learned into your career or education?

In your responses to your classmates on their concluding remarks, feel free to compare your approach to your classmates. You may also help students find additional ways to use argumentation/persuasion in their chosen educational/career field.

Student one:

Hello Everyone,

For this week’s forum post, I would like to write about my Toulmin Essay Assignment (1). Since I am dedicated to working in the healthcare field, particularly as a Nurse, I wrote about the importance of Certified-Registered Nurse Anesthetists (CRNAs) and how they are revolutionizing the field of Anesthesia. On my essay, I focused on pointing out the significance of CRNAs with a medical team compared to Anesthesiologists. These two providers administer anesthesia using the same techniques, and there is no evident difference when it comes to the outcome of the procedures involving both of these highly qualified practitioners. However, in the medical field, there is still quite some stigma surrounding the administration of anesthetics. CRNAs are often restricted with their scope of practice due to present laws requiring some states to have “physician-supervision.” CRNAs are trained to be independent providers and are the sole anesthesia provider on 2/3 of rural areas in the United States.

If I were to use the middle ground method, I would change my claim by instead of comparing and pitting these two highly respectable careers, both leading organizations representing CRNAs and MDAs (AANA – American Association of Nurse Anesthetists; AMA – American Medical Association) should instead invest on producing higher quality providers instead of quantity by training both professionals under one umbrella. Together, both can address the shortage of anesthesia providers as well as becoming the forefront advocates to our ever-soaring Opioid crisis in the nation.

Finally, I want to say that I am delighted that I’ve decided to enroll in this course. Not only did it improve my research and critical thinking skills, but it also kept me punctual throughout my busy life. Besides this course, I was also taking four other classes that are writing intensive during these eight weeks. All of my courses’ forum posts are due on a Friday, except for this class, which is every Wednesday. By having this type of deadline while taking other courses, it kept me from procrastinating. I will be taking more classes that rely heavily on writing papers (i.e., Economics, English, Political Sciences, etc.). Learning how to use the Toulmin, Rogerian, and Middle Ground Method properly will help me convey my thoughts while incorporating research on my future papers.

I hope that everyone enjoyed this course as much as I did. Good luck in your future endeavors!

Very Respectfully,

Christianel

Student two:

Hello Everyone,

For my final forum response, I’ve decided to discuss my Rogerian essay, which was a compromise on gun control. I chose this particular topic because I have been around firearms my whole life. I believe it to be a staple of American freedom, and as an NRA Life Member, I always support the Second Amendment. I do think, however, there must be some compromise to restrict firearms from criminals. With every gun crime, I feel as if those who support the Right to Bear Arms are unrightfully attacked since many of us do believe in safe and lawful firearm use.

I claimed that there is a way to prevent unnecessary gun deaths through legislation change. The first significant change I came up with was raising the minimum gun buying age to 21. I talked to many people who disagreed with me, stating, “If they’re old enough to die for their country, they should be able to buy a gun.” I do agree with that statement to a certain point, but I was not convinced of their logic. In my research, I found peer-reviewed studies which proved that most mass shootings are committed by people between fifteen and twenty years old. I consider this a “high risk” group, and statistics don’t lie.

Another claim I had was that all law enforcement agencies should have access to the violent criminal database. I have found in my research that a domestic abuser is five times more likely to kill with a firearm than any other criminal group. Law enforcement should be able to remove any guns from their residence to alleviate unnecessary death.

If I were to go back and rewrite my essay, I would not change my claim. I found my ideas for gun control actually can be a middle ground for both sides. My research provided great insight on a practical use for firearms along with detailed statistics, which made finding a common ground easy.

I enjoyed this class quite a bit. It allowed me to research some topics that are dear to me, and constructively argue my stance. It challenged me to look beyond the “talking points” on the news outlets and think of reasonable solutions. I found the Rogerian essay to lean more towards my style of writing and persuasiveness. In the future, I will use the “middle ground” to accomplish tasks at work and school when it’s practical. I have, in the past, used the Toulmin method while writing a paper on the relationship between climate change and wildfires. I just didn’t know the technical term at the time.

I enjoyed working with all of you during the past eight weeks. Good luck in pursuing your degrees and careers!

-Ryan

 

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Part I Identity Narrative

Prompt:

Because we all have genders and sexualities, and many of us experience both joy and difficulty around our genders and sexualities, our course materials have probably connected to you and your personal gender and sexuality story. As such, one of the central outcomes of this course is: what did LGBTQ studies teach me about myself and my subjectivity?

This assignment asks you to critically reflect upon your gender and sexuality through an intersectional framework. Create either a booklet, zine, video, poster, or other multi-media project that tells your personal gender and sexuality narrative. Use images—such as photos, artwork, and/or media—to help visualize your narrative. Your narrative does not necessarily need to be chronological (childhood into adulthood). Rather, it should express your creative vision of your gender and sexuality experience.

If you choose to create a traditional print document, I recommend it to be approximately 5-6 pages in length. If you choose the video option, I recommend it being around three to four minutes in length.

This is an unfamiliar genre for many students. In order to provide an equitable learning opportunity, I will assess this assignment using a contract model. If you present a narrative with each of the components below, you are guaranteed a B on the assignment (85/100). I will reserve A grades for students that go above and beyond presenting the categories to engage in a complex, nuanced, reflective, and creative process. Any narrative lacking the below components will be assigned grades less than a B.

• The narrative clearly tells a story about the student’s personal gender and sexuality experience;
• The narrative’s content is thoughtfully conceived;
• The narrative’s content fits with the chosen medium;
• The narrative’s content clearly reflects the themes, topics, and ideas covered in the course.

Depending on the narrative form, either upload a .pdf or Youtube video link of your narrative to Canvas no later than 1:30pm on Wed., 5/29. If the narrative is a DIY hands-on project, you can simply give me a physical version in class that day.

Part II Process Essay

After you complete your Identity Narrative, you will also submit a 3 page (double-spaced)process essay about how the readings, themes, topics, and discussions in Part I of the course (up until M 5/27) influenced how you created your narrative. Since this is a reflective writing assignment, please use the first-person (“I”).

Your essay should include (1) a clear description and vision for the narrative; (2) justification for the project’s creative form and content and what you hoped your audience would take away from it; and (3) an impactful statement about the project’s importance/significance to you and what you learned from completing it.

You are required to cite three course readings from Part 1 in your essay. You will use the readings as evidence for justifying your creative decisions. (Please use whatever citation and style system you’re comfortable with. Also include a bibliography at the end of your essay).

Your essay will be graded by the following criteria:

• Author makes connections between course content and their creative production. Author has expressed unique insight, depth of thought, resulting in a convincing and enlightening reflection.
• Overall fluent and focused essay. Paragraphs are organized by idea and concepts build upon one another. Transitions aid in fluency and author’s prose incorporates textual support in a sophisticated manner.
• The essay is polished, professional prose that, though not necessarily “perfect,” demonstrates clearly organized ideas and a commitment to the drafting and revising process.

 

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