Schema building presentation

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Teaching Strategies

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Schema Building A Scaffolding Approach to Learning and Teaching By Stephanie Paris EDU 506-DLB-2

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Journal: Evaluating Resources Personal experience and perception lend a great deal to addressing a social issue. However, as individuals, there are limits to one’s knowledge on any topic. The ability to conduct research on a social issue allows for a more comprehensive perspective on multiple aspects of an issue, insight into the communities impacted, and lessons learned for other like-minded groups who have done similar work. In this Journal Assignment, you explore the concept Discovery as it relates your group's research on a social topic. To prepare for this Assignment: Consider the assigned readings from the first 3 weeks of this course. Review the explanation of DEEP-C Model General Education Learning Outcome “Discovery” in the Syllabus. Consider “ Discovery” as it relates to the work you are doing in this course. Bearing in mind the amount of information that is readily available in current times, think about how people involved in social movements of the past gained information on the social issue and related topics. The Assignment: Write a 2- to 3-paragraph journal entry in which you address the following questions: What appropriate sources of information will be used to support your group's claims about your topic? At this early stage in the process of investigating your topic, what advantages do you see in conducting research to discover various factors associated with the topic? In what ways does the ability to conduct research strengthen your group's approach? General Education Learning Outcomes (The DEEP-C Model) Discovery : Students will locate and identify appropriate sources of information using multiple sources and methods, including bibliographic, textual, experiential, and experimental research. Evaluation: Students will critically assess texts and arguments in multiple forms and contexts using quantitative and qualitative logic, the scientific method, ethics, and pragmatics. Expression: Students will effectively and ethically communicate information and opinions verbally and nonverbally using written, oral, behavioral, and visual methods adapted for diverse audiences and purposes. Perspective : Students will be able to articulate the consistency and flexibility of knowledge as it is experienced across time, space, and culture. Change : Students will articulate how their ability to discover, evaluate, and express ideas from different perspectives is instrumental in their progress toward achieving personal goals and effecting positive social change. .

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Personal experience and perception lend a great deal to addressing a social issue. However, as individuals, there are limits to one’s knowledge on any topic. The ability to conduct research on a social issue allows for a more comprehensive perspective on multiple aspects of an issue, insight into the communities impacted, and lessons learned for other like-minded groups who have done similar work. In this Journal Assignment, you explore the concept Discovery as it relates your group's research on a social topic. To prepare for this Assignment: Consider the assigned readings from the first 3 weeks of this course. Review the explanation of Walden University's DEEP-C Model General Education Learning Outcome “Discovery” in the Syllabus. Consider “ Discovery” as it relates to the work you are doing in this course. Bearing in mind the amount of information that is readily available in current times, think about how people involved in social movements of the past gained information on the social issue and related topics. The Assignment: Write a 2- to 3-paragraph journal entry in which you address the following questions: What appropriate sources of information will be used to support your group's claims about your topic? At this early stage in the process of investigating your topic, what advantages do you see in conducting research to discover various factors associated with the topic? In what ways does the ability to conduct research strengthen your group's approach? General Education Learning Outcomes (The DEEP-C Model) Discovery : Students will locate and identify appropriate sources of information using multiple sources and methods, including bibliographic, textual, experiential, and experimental research. Evaluation: Students will critically assess texts and arguments in multiple forms and contexts using quantitative and qualitative logic, the scientific method, ethics, and pragmatics. Expression: Students will effectively and ethically communicate information and opinions verbally and nonverbally using written, oral, behavioral, and visual methods adapted for diverse audiences and purposes. Perspective : Students will be able to articulate the consistency and flexibility of knowledge as it is experienced across time, space, and culture. Change : Students will articulate how their ability to discover, evaluate, and express ideas from different perspectives is instrumental in their progress toward achieving personal goals and effecting positive social change. THIS ASSIGNMENT IS DUE ON TOMORROW BY 8PM EST .

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Journal: Effective, Consistent, and Ethical Communication Information is used in various ways, including as a tool to gain support, influence behaviors and decisions, and alter one’s perspectives. When you encounter new information, does it sway your opinion? The source of the information, the way it is presented, and the people or issue (s) that benefit from public reaction to the information all play a role in determining quality information. As both a consumer and producer of information, it is important to consider the methods used to effectively and ethically communicate to a broad audience In this week’s Journal Assignment, you examine the effectiveness of your Group Project. our group project is about workplace violence in healthcare and nursing. The file attached is a copy of the last weeks journal entery that I did, I provided it as an example of how a good journal entery should be written. please make sure you look at it before the start of the work. To prepare for this Assignment: Review DEEP-C Model General Education Learning Outcomes “Expression” and “Perspective” in the Syllabus . Consider “Expression” and “Perspective” as they relate to your Group Project. Review your Topic Exploration and Analysis and Literature Review to ensure that your group’s publicity campaign is effective, has an ethical approach, and has a consistent message. The Assignment: Write a 2- to 3- paragraph journal entry in which you address the following: Consider how nonverbal communication and the formatting of written communication (style, formatting, correct grammar, spelling, etc.) enhance or detract from the effectiveness and consistency of the work you produce. Reflect on ways the effectiveness of your Group Project’s publicity approach can vary according to audience and context. Think about the ways an ethical publicity approach could influence a broader audience. General Education Learning Outcomes (The DEEP-C Model) Discovery : Students will locate and identify appropriate sources of information using multiple sources and methods, including bibliographic, textual, experiential, and experimental research. Evaluation: Students will critically assess texts and arguments in multiple forms and contexts using quantitative and qualitative logic, the scientific method, ethics, and pragmatics. Expression: Students will effectively and ethically communicate information and opinions verbally and nonverbally using written, oral, behavioral, and visual methods adapted for diverse audiences and purposes. Perspective : Students will be able to articulate the consistency and flexibility of knowledge as it is experienced across time, space, and culture. Change : Students will articulate how their ability to discover, evaluate, and express ideas from different perspectives is instrumental in their progress toward achieving personal goals and effecting positive social change. .

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Information is used in various ways, including as a tool to gain support, influence behaviors and decisions, and alter one’s perspectives. When you encounter new information, does it sway your opinion? The source of the information, the way it is presented, and the people or issue (s) that benefit from public reaction to the information all play a role in determining quality information. As both a consumer and producer of information, it is important to consider the methods used to effectively and ethically communicate to a broad audience In this week’s Journal Assignment, you examine the effectiveness of your Group Project. To prepare for this Assignment: Review Walden University’s DEEP-C Model General Education Learning Outcomes “Expression” and “Perspective” in the Syllabus . Consider “Expression” and “Perspective” as they relate to your Group Project. Review your Topic Exploration and Analysis and Literature Review to ensure that your group’s publicity campaign is effective, has an ethical approach, and has a consistent message. General Education Learning Outcomes (The DEEP-C Model) Discovery : Students will locate and identify appropriate sources of information using multiple sources and methods, including bibliographic, textual, experiential, and experimental research. Evaluation: Students will critically assess texts and arguments in multiple forms and contexts using quantitative and qualitative logic, the scientific method, ethics, and pragmatics. Expression: Students will effectively and ethically communicate information and opinions verbally and nonverbally using written, oral, behavioral, and visual methods adapted for diverse audiences and purposes. Perspective : Students will be able to articulate the consistency and flexibility of knowledge as it is experienced across time, space, and culture. Change : Students will articulate how their ability to discover, evaluate, and express ideas from different perspectives is instrumental in their progress toward achieving personal goals and effecting positive social change. The Assignment: Writea 2- to 3- paragraph journal entry in which you address the following: Consider how nonverbal communication and the formatting of written communication (style, formatting, correct grammar, spelling, etc.) enhance or detract from the effectiveness and consistency of the work you produce. Reflect on ways the effectiveness of your Group Project’s publicity approach can vary according to audience and context. Think about the ways an ethical publicity approach could influence a broader audience. .

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Essay Assignment #3 Length: five to six pages On the issue of gendered language, you are required to write a position paper in term of where you stand and why, by taking one side of the argument and persuading your audience that you have well-founded knowledge of the topic being presented. The goal of a position paper is to convince the audience that your opinion is valid and worth listening to. To achieve this goal, you should 1) ensure the validity of your claim based on accurate analysis and evaluation of sources, and precise evidence and 2) acknowledge a contrary position by anticipating doubts and objections and constructing effective refutations. (Any paper that does not carry out the requirements will not be considered as passing this assignment.) To construct a strong and comprehensive argument, you should consult course readings and cite them as main sources (to support your argument and to acknowledge a counterargument) when making each point. Use two to four outside sources for this paper. Outline: Monday, April 13th Draft 1: Monday, April 20th (Upload Draft 1 of Essay 3 to SafeAssign & bring two copies.) Final Draft: Monday, April. 28th (Upload the final draft of Essay 3 to SafeAssign.) Here are guidelines about how you can address counterargument effectively. Consider the two stages below. 1. The Turn Against: You turn against your argument to challenge it and then you turn back to reaffirm it. You first image a skeptical reader or cite an actual source who might resist your argument by pointing out; · a problem with your demonstration, e.g., that a different conclusion could be drawn from the same facts, a key assumption is unwarranted, a key term is used unfairly, certain evidence is ignored or played down; · one or more disadvantages or practical drawbacks to what you propose; · an alternative explanation or proposal that makes more sense. 2. The Turn Back: Your return to your own argument—which you announce with a but, yet, however, nevertheless, or still—must likewise involve careful reasoning. In reasoning about the proposed counterargument, you may · refute it, showing why it is mistaken—an apparent but not real problem; · acknowledges its validity or plausibility, but suggest why on balance it is relatively less important or less likely than what you propose, and thus does not overturn it; · concede its force and complicate your idea accordingly—restate your thesis in a more exact, qualified, or nuanced way that takes account of the objection, or start a new section in which you consider your topic in light of it. This will work if the counterargument concerns only aspect of your argument; if it undermines your whole case, you need a new thesis. (Adapted from Gordon Harvey’s The Academic Essay: A Brief Anatomy) 1 1 Running Head: Teacher Work Sample (Standards 1-4) Teacher Work Sample (Standards 1-4) Burton Morris EED 490 March 23, 2015 Jonathan Lewis Standard 2: Learnin ...

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Journal: Positive Social Change—An Evolving Perspective As explored in the first week of this course, there is not one single definition for terms like social responsibility and social change. They are complex concepts determined by multiple factors. You may now recognize some of the key contributing factors that lead to social responsibility in action. Has your initial understanding of social responsibility and social change evolved through your work in this course? In this last Journal Assignment, you reflect on how this course influences your overall understanding and approach to positive social change. To prepare for this Assignment: Review Walden University’s General Education Learning Outcome: “Change” in the Syllabus . Consider how the General Education DEEP-C model contributed to your ability to discover and evaluate ideas from different perspectives, and is instrumental in your progress toward achieving personal goals and effecting positive social change. General Education Learning Outcomes (The DEEP-C Model) Discovery : Students will locate and identify appropriate sources of information using multiple sources and methods, including bibliographic, textual, experiential, and experimental research. Evaluation: Students will critically assess texts and arguments in multiple forms and contexts using quantitative and qualitative logic, the scientific method, ethics, and pragmatics. Expression: Students will effectively and ethically communicate information and opinions verbally and nonverbally using written, oral, behavioral, and visual methods adapted for diverse audiences and purposes. Perspective : Students will be able to articulate the consistency and flexibility of knowledge as it is experienced across time, space, and culture. Change : Students will articulate how their ability to discover, evaluate, and express ideas from different perspectives is instrumental in their progress toward achieving personal goals and effecting positive social change. Revisit definitions of social responsibility shared in the Week 1 Discussion in light of all the information you have considered throughout this course. Read Chapters 11 and 12 in the Loeb (2010) course text. Reflect on the exercise in collective action represented by the Group Project. Think about the benefits collective action offers for accomplishing the goals of the Group Project. The Assignment: Writea 3- to 4-paragraph journal entry in which you briefly analyze the value of collective action in working toward social change. Describe how your perspective has evolved or changed through this course and how you believe it will continue to evolve after the course. How has this experience influenced your ability to create positive social change beyond the term of this course? .

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Discover the Kisan Call Centre: Your Gateway to Agricultural Assistance KISAN CALL CENTRE In order to harness the potential of ICT in Agriculture, Ministry of Agriculture & Farmers Welfare launched the scheme “Kisan Call Centres” (KCCs) on January 21, 2004. Main aim of the scheme is to answer farmers’ queries on a telephone call in their own language. These call centres are working in 21 different locations in the country covering all the States and UTs. A countrywide common eleven digit Toll Free Number 1800-180-1551 has been allotted for Kisan Call Centre. This number is accessible through mobile phones and landlines of all telecom networks including private service providers. Replies to the farmers’ queries are given in 22 local languages. Kisan Call Centre services are available from 6.00 AM to 10.00 PM on all seven days of the week at each KCC location. Kisan Call Centre agents known as Farm Tele Advisors (FTAs), who are graduate or above (i.e. PG or Doctorate) in Agriculture or allied sectors (Horticulture, Animal Husbandry, Fisheries, Poultry, Bee-Keeping, Sericulture, Aquaculture, Agricultural Engineering, Agricultural Marketing, Bio-Technology, Home Science, etc.) and possess excellent communication skills in respective local language. Queries which cannot be answered by FTAs are transferred to higher level experts. These experts are Subject Matter Specialists (SMSs) of State Departments of Agriculture (SDAs), ICAR Institutes, KVKs and State Agricultural Universities (SAUs). A Kisan Knowledge Management System (KKMS) has been developed to capture all the details of the caller and sending gist of answer given through SMS. KKMS has its independent website : http://dackkms.gov.in. The KCC, FTAs working at various KCC locations throughout the country have access to this website through their specific IDs and password provided to them. Welcome to the Kisan Call Centre - your one-stop destination for agricultural assistance and support. With dedicated team of experts and cutting-edge technology, we're here to revolutionize the way farmers access information and guidance. In this powerpoint, we delve into the world of the Kisan Call Centre, exploring how it functions, the services it offers, and the impact it has on farmers across the nation. From real-time advisory services to multilingual support, we'll uncover the key features that make the Kisan Call Centre an indispensable resource for farmers of all backgrounds. Join us as we showcase the achievements of the Kisan Call Centre, from its enhanced farmer outreach to its empowerment of women farmers. Discover how our feedback mechanism ensures continuous improvement, and learn about our collaborations with agricultural institutions to provide accurate and reliable information. Whether you're a seasoned farmer or just starting out, the Kisan Call Centre is here to support you every step of the way. Subscribe now to stay updated on the latest agricultural insights

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