Write 2-5 sentences summarizing the article/source and write 2-3 sentences on why this information is important and how you will potentially use it in your reflection paper.

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Describe a Personal Health issue that matters to you and that you learned about in this course. Use articles or pieces of information you found in your organization review or your annotated bibliography to justify and reference your statements. Try to answer the following questions:

What did you find most problematic about the personal health issue you are interested in?
Is there a possible solution to the issue? What recommendations can help solve the issue?
Should more people care about the issue?
Overall how do you feel about what you have learned about the topic of Personal Health?

Use APA formatting, Times New Roman font size 12, double-spaced with a minimum of 8 pages and maximum of 10 (this page count excludes title and references pages).

It should contain a title, abstract, discussion/conclusion, and references. Review the attachment ” APA Titles” in this folder to help you understand what each section should contain.
Review the grading rubric for the reflection paper on the syllabus. Use no less than 10 appropriate references, remember to use in-text citations using APA formatting and have all sources cited in the references list.

In general, write 2-5 sentences summarizing the article/source and write 2-3 sentences on why this information is important and how you will potentially use it in your reflection paper.

You need to do this for every single of the 10-15 sources you will use.

What is a ‘scholarly conversation?’ What is the best way to enter into a “scholarly conversation”?

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Students:  I thought it might be helpful to have another example, so I’m attaching here a lesson plan from one of the most recent workshops I did for a WRIT 150 class here at USC. The students were tasked with writing an Op-Ed on a topic of their choosing using some research. So attached is what I did with them. It’s quite rough but I thought it might give you some more idea of directions you can take, especially for the next parts of the assignment sequence.

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Kevin Klipfel

LIM 511 Lesson Plan Example

PART ONE

Goals and Understandings

  1. Please provide a detailed explanation of your chosen instruction context, including the setting, your students, and any relevant information.

My lesson is for a “one-shot” information literacy workshop at the University of Southern California Libraries (USC). The goal of information literacy instruction at the USC Libraries is to introduce students to basic information literacy skills that will provide the foundations for successful research throughout their academic career.

Beginning information literacy instruction at USC primarily takes place in WRIT 150, a course all USC Freshmen are required to take in their first year. Information literacy instruction in these classes is “embedded:” librarians teach research skills required for specific research assignments in a particular course. The goal of embedded instruction is to teach students research skills within a meaningful, relevant learning context, so that these skills can transfer to other, related context.

This lesson plan is tailored to a section of WRIT 150 with the following assignment requirements:

Writing Task: Write a thesis-driven three to four-page mock Op-Ed for a specific publication/blog/ or readership. Take care to research the publication’s Op-Ed page to examine the scope and style of previous Op-Eds to determine if the publication is a good fit for your chosen concern or idea.

Sources: If appropriate to your paper, provide sources to support your view. There is no specific amount of source material required; however, for a four-page paper two to four sources are within a proper ratio. If you hold an expertise, you may establish that within your paper and offer your experiential evidence as support.

  1. What are the established goals for my instruction? What will students understand based on my instruction?

The overall goal of my instruction is for students to be able to develop the information literacy skills needed to write an informed Op-Ed on a topic of personal significance to them. In my experience and in consultation with the course instructor, I believe it will be helpful for students to see how to take a “vague” topic idea – where all research starts off – and be able to use specific information literacy skills to inform themselves on their topic and express themselves in writing using research backed by evidence.

My goal is for students to understand that research is borne out of genuine curiosity or things we think about in our ordinary lives; that there are specific strategies they can use to refine a research topic from a broad interest; and that research at the college level is an iterative process that requires many different searches of multiple modes of information.

  1. Essential Questions:

Write out a list of 3-5 essential questions that you hope to address in you lesson, then provide a detailed explanation for why you think these questions are essential questions.

Given these considerations, my lesson will address the following essential questions:

  1. How can I turn things I am interested in or passionate about into a general research topic?
  2. How can I turn my broad interest into a specific research topic for an Op-Ed?
  3. What is a ‘scholarly conversation?’ What is the best way to enter into a “scholarly conversation”?
  4. Students Will Know & Students Will be Able to…

What key knowledge and skills will students acquire as a result of this lesson?

  • Students will be able to use an online scholarly encyclopedia to locate background knowledge on a topic of authentic interest.
  • Students will be able to use an online scholarly encyclopedia to locate a “seminal” peer-reviewed scholarly article on a topic of authentic interest.
  • Students will use keyword searching to search the USC Libraries general search for at least two peer-reviewed scholarly articles on a topic of interest.

What should student be able to do as the result of your lesson?

After my lesson, students will be able to use information to think critically about a topic and write a well-informed Op-Ed on an issue that matters to them.

How will these skills transfer beyond this immediate learning context? What are some situations you see these skills transferring to?

These skills will transfer to most of the research students will conduct at the university level. Additionally, students will be able to transfer these strategies to non-academic contexts where the goal is to become informed by credible information about a topic and to express one’s opinion informed by and backed by research. As such, the goal is to use this context to teach critical thinking skills across domains.

PART TWO

For Part 2, you’ll practice beginning to “think like an assessor” about your learning plan. Indeed, though it may often seem to you that students are learning, good design also involves more formal assessments of student learning. Your goal in Part 2 is to think like an assessor by answering the following questions about your lesson:

  1. What kinds of evidence would show that students have achieved the desired results of your instruction?

The evidence that would show students achieved the desired results of my instruction would be if the students are able to achieve the learning goals set out for them. This relates directly to the learning goals I set out in the first part of this lesson plan.

One goal is for students to be able to use a scholarly encyclopedia to gain the requisite background knowledge to engage in a scholarly conversation of a topic of interest. Thus, an assessment piece that measures whether students are actually able to complete this task would be a valuable assessment piece.

A second learning goal is for students to be able to use that encyclopedia to actually locate a “seminal” article on this topic. Evidence that students were successfully able to complete this task would help me assess whether students were successfully able to meet this learning goal.

Lastly, my goal is for students to be able to successfully use keywords to locate two scholarly articles on their topic. It would, thus, be helpful to be able to see students’ keywords and see if these keywords led to them successfully locating to quality peer-reviewed articles on their topic.

  1. What specific performance tasks would provide concrete evidence of student learning in your scenario? What problems or scenarios might you use to measure your students’ learning?

The performance tasks in this lessons are for students to:

  • use a specific scholarly encyclopedia through the USC Libraries, CREDO REFERENCE, to find background info on their paper and narrow their topic
  • locate a seminal article on their topic using the USC Libraries general search box and use that source to further narrow down their topic.
  • develop keywords to locate two scholarly articles using the USC Libraries general search box.
  1. What plan might you implement to measure student learning within the context of your instruction scenario? Be specific (for example, if you ask the students questions or provide students with concrete scenarios, be sure to include a description). What software, tools, or other technologies might help you assess your students’ learning?

I plan to use Qualtrics survey software for students to concretely demonstrate their own learning. After a short “mini-lesson” presentation, students will be asked to spend most of the time period completing the following active learning exercise:

https://usc.qualtrics.com/jfe/form/SV_5uOIo94cUlEz4kR

This simple assessment should give me a very specific, concrete sense of whether the goals for my instruction have been met.

PART THREE

  1. What concrete learning activities and experiences will help you achieve your desired results? Your objective in Part 3 of this project is to provide an answer to this question by detailing the concrete learning activities you plan to implement in your session.

There are two major learning activities that I will use for this lesson.

The first learning activity is modeling topic development through narrative. I try to approach teaching students empathically. What this means for the current purposes is that I looked at the students assignment requirements – to choose an magazine or newspaper to write an informed Op-Ed on a topic of their choosing – and I modeled some specific research strategies through a narrative. I imagined that I was a student in the course and demonstrated how I’d go about taking a vague topic idea, use resources to narrow down the topic and find important info on it, and broke down the specific information literacy skills I used that they can then transfer to their own projects.

I used a specific narrative that was relevant to my life. I told the students that I had just been to Las Vegas with my wife to see a heavyweight championship fight between my favorite boxer, Tyson Fury, and heavyweight champion Deontay Wilder. I told the students why this interested me (I box, etc). and also what makes me such a fan of Tyson Fury. Not only is he a great boxer, but he has gone through (as have I, I briefly discussed) serious metal health issues. In short, Tyson Fury won the heavyweight championship in 2015 but had to give it up because he went through a period of terrible suicidal depression. However, he came back to boxing in 2017 and has now become a huge ambassador for mental health. Specifically, I told the students that I recently read an article how Tyson Fury is “redefining masculinity” by being so open about his mental health problems. In our culture a man is “supposed” to be tough and showing emotions is considered “weak.” However, this creates a serious stigma around mental health, especially for men. So one way that Fury is “redefining” masculinity is by overcoming “toxic masculinity” by being open about his mental health struggles and letting people know that you can be, e.g., a fighter and also show your emotions, even when they’re as vulnerable as depression or suicide.

So, I told the students, it might be cool to treat stigma around mental health as a men’s health issue – and maybe I could fashion my op-ed specifically for Men’s Health magazine to argue that mental health and de-stigmatizing depression is an important men’s health issue.

I then modeled for students how I took that kind of vague topic – my favorite boxer Tyson Fury and just having come back from a Las Vegas title fight– to develop keywords, “e.g, depression stigma mental health men athletes etc”, combined these in various ways, and developed info about my topic.  I showed them how to use research encyclopedias to get an overview of “stigma around mental health,’ how to find “seminal articles” using that resource, and also how to do keyword searches in the library.

The second strategy was active learning through meaningful cognitive engagement. We devoted the rest of the session to the students’ own searching of information for their Op-Eds. To scaffold the students’ learning environment, they were given a link to the active learning exercise from Part Two of this assignment. I then went around to work with students individually to help them brainstorm ideas and locate information sources.

  1. Why do you believe these specific learning activities will help you achieve your learning goals? Please be specific, and reference any relevant readings or learning theories that have been discussed in class.
  2. The first method I used, narrative modeling, has been demonstrated in the research literature to facilitate intrinsic motivation. The facilitation of intrinsic motivation has been demonstrated across multiple studies to facilitate learning (see Klipfel Cook).

[…] Additionally, I sought to develop relationship rapport through being vulnerable and talking about a topic that mattered to me. This followed on the Rogerian three core conditions …

[You should go into much more detail here J.]

  1. The second method is active cognitive engagement through practicing essential, transferrable concepts. I chose this methodology because research indicates that practicing the “deep structure” of learning in a meaningful context facilitates retention and transfer of information. (See Klipfel/Cook)….

[You should go into more detail here but ya get the idea]

Discuss which career opportunities in your discipline appeals to you most based on your research.

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In your chosen discipline, there are likely to be a lot of different career opportunities.

For this assignment, research three different types of career opportunities in your discipline (e.g., accounting, finance, economics). Using the materials you develop, write an essay of 500-750 words that compares and contrasts three different types of jobs within your chosen discipline. The paper must address the following areas:

Discuss which career opportunities in your discipline appeals to you most based on your research.
Explain what you learned from this research.
Discuss how this information will influence your studies and future career.
The paper may be written in the first person and must be grammatically correct.

Discuss it’s ever morally permissible to lie to someone. detailed instructions provided in word document.

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Part 1: Choose one of these test cases (it can be from either formula), and explain in your own words the reasoning that leads to the conclusion Kant defends. The word document is provided for detailed instructions. 350 words.

Part 2: Discuss it’s ever morally permissible to lie to someone. detailed instructions provided in word document. 200 words.

References:
Kants Chapter 1 and two are highlighted in red for reference
Chapter 4 provided as reference

Create an give in Excel (or by hand). Do any of the temperatures appear to be unrealistic or in error? If yes, which ones and why?

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Project 1 Instructions

Based on Brase & Brase: section 2.1

Use the Project 1 Data Set to create the graphs and tables in Questions 1–4 and to answer both parts of Question 5. If you cannot figure out how to make the graphs and tables in Excel, you are welcome to draw them by hand and then submit them as a scanned document or photo.

  1. Open a blank Excel file and create a grouped frequency distribution of the maximum daily temperatures for the 50 states for a 30 day period. Use 8 classes.
  2. Add midpoint, relative frequency, and cumulative frequency columns to your frequency distribution.
  3. Create a frequency histogram using Excel. You will probably need to load the Data Analysis add-in within Excel. If you do not know how to create a histogram in Excel, view the video located at: http://www.youtube.com/watch?v=_gQUcRwDiik. A simple bar graph will also work.

If you cannot get the histogram or bar graph features to work, you may draw a histogram by hand and then scan or take a photo (your phone can probably do this) of your drawing and email it to your instructor.

  1. Create an give in Excel (or by hand).
  2. Do any of the temperatures appear to be unrealistic or in error? If yes, which ones and why?
  3. Explain how this affects your confidence in the validity of this data set.

Do the conclusions and recommendations follow on from the findings?  Are they well grounded in the evidence and arguments presented?

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Chapter 5

Thank you for sending your draft of chapter 5.  There are some good passages here, but I think this chapter can be strengthened when you have revised Chapter 4.

I want to suggest that, near the start of Chapter 4, you need to add a section to summarise the members of the sample.  There are 5 parents and 4 teachers, as well as the school principal.; I suggest that you need to provide a brief summary of the demographics of the 5 parents and the 4 teachers.  Then, you need to provide a summary of the data collected from each of the three components of the sample: what did you learn from the 5 parents about what parents believed about the topic and the research questions?  What did you learn from the 4 teachers about what teachers believed about the topic and the research questions?   Were the insights from the school principal different, and if so how?  Then you can go on to the presentation of the findings as you have in Ch4.

The most important thing to achieve in Chapter 5 is to explain what you have learned from your research in response to the Research Questions and to address the research Objectives.  You need to show how you have met your objectives and answered the research questions, and identify clearly and precisely the extent to which your research has been successful.  If there are aspects of the original objectives that were not successfully achieved, you need to acknowledge these clearly.  You need to summarise clearly, precisely and briefly the conclusions that you have drawn from your research, showing clearly how these are founded in the data that collected and in the data analysis and findings that you presented in Chapter 4.

Then you also need to explain and summarise any recommendations that you make arising from your research.

 

I suggest that you might expand your discussion of your conclusions and recommendations.

Guiding questions:

  • Have the research objectives (research questions) been reviewed and addressed?

I suggest that, in Chapter 5, you begin by stating each research question explicitly before you discuss how it has been addressed and answered in this study.  In this final chapter you need to demonstrate clearly and concisely how your data analysis, and the findings that you have arrived at, are together able to provide answers to the research questions.  It will also be helpful to provide a clear summary list of the key findings from your research.

  • Do the conclusions and recommendations follow on from the findings?  Are they well grounded in the evidence and arguments presented?

You need to ensure that the conclusions drawn are firmly rooted in the data that you have collected, analysed and discussed in Ch4, and in the arguments from the literature in Ch2.  You need to make this very clear here.  You might include clear cross-references to the specific sections in the earlier chapters to support the conclusions in this chapter.  All the conclusions and recommendations need to be clearly stated and solidly founded in the study as presented here.

  • Has the relevance of the conclusions for education been discussed?

I suggest that you might make a clearer and stronger case here for the relevance and importance of your conclusions to the school and to the parents and teachers.  This matter relates to the extent to which the conclusions drawn from your research are trustworthy.  If there are any aspects of the findings and conclusions that are not sufficiently clear, then you might need to recommend further research.  If you do this, it will be helpful to try to specify how such research would be designed to ensure that it would be able to provide clearer conclusions.

  • Are the conclusions and recommendations discussed in context and are they more widely applicable?

You need to summarise the limitations to the current research.  You need to show that you are able to reflect upon and identify the weaknesses in your research approach.

I would like to see a clear summary list of recommendations.  This need only be brief, and a very short justification for each recommendation, showing how the recommendation is based on the data analysed in Ch4 and the arguments from Literature presented in Ch2.

 

Summarize this article using APA format citation (MUST include the research question/purpose of the research, short summary of methods, results, and conclusion of this study – 1-2 sentences each = max of 8 sentences).

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Reading Reflection

You are assigned to read and summarize 3 selected research articles that has relations to the concepts we are learning. You must turn in this summary/answers to questions to the turn-it-in assignments posted on the Blackboard by the due time on due date.

Purpose: The purpose of this assignment is for you to become comfortable/familiar with research articles related to cognitive development.

Skills/Knowledge: The purpose of this assignment is to help you practice the following skills and knowledge that are essential to your success in this field beyond school:

  • Understand components of research article.
  • Identify important research terms from the article.
  • Summarize a research article without plagiarizing.
  • Relate research article to concepts for cognitive development.
  • Apply concepts to bigger debates (discussed in the class).

Task: Read through the article assigned and answer the following questions.

Students Name:

  1. Reference of this article in APA format:
  2. Give 5 most important concepts (key words) in the article:
  3. Dependent and independent variables of Experiment 1:
  4. Summarize this article using APA format citation (MUST include the research question/purpose of the research, short summary of methods, results, and conclusion of this study – 1-2 sentences each = max of 8 sentences).
  5. How is this article related to the course contents discussed so far (e.g. debates in the field, theories, research methods, etc.)?
  6. One question about this paper (could be a research question, could be methodological).

Criteria for success:

After completing this assignment, you will have increased your understanding of the article that is related to each domain of child development. This assignment is out of 24 points.

24 points will be allocated to

  • Question 1 =4 points
  • Question 2 = 2 point
  • Question 3 = 4 points (2 for dependent, 2 for independent variable)
  • Question 4 = 10 points (2 points for each part – research question/purpose, summary of methods, results, and conclusion – 2 point2 for correct APA citation)
  • Question 5 = 2 point
  • Question 6 = 2 point

Incidents of plagiarism in Question 4 (Summary of article) will result in an irreversible grade of zero for the reflection.

What resources do teachers use to support verbal and non-verbal interaction between the child and adult?

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The discussion (APPROX 1700 WORDS):
Brief intro to setting of research. (My setting is: Key stage 1 primary school classroom. My sample will include: 2 classroom teachers and 3 teacher assistants. CHECK METHODOLOGY)
How did you organize, sort and analyze the data? (CHECK METHODOLOGY)
Introduction to your findings.
Discuss your finding in light of existing literature and theory you have explored in your literature review (CHECK LITERATURE REVIEW).
Relate your findings to your research questions.
This section is concerned with the analysis of the data you collected and needs to answer the research questions. Consider using a thematic approach to structure the analysis – themes might be drawn from the literature review and/or research questions. Think about presenting your findings in different ways, but ensure that the link with your research paradigm is consistent.
•How did you sort, choose and make sense of your data?
•To what extent does the data support and/or contradict the literature on the topic?

My research questions:
1.How do teachers promote child-adult relationships in the classroom?
2.How do teachers implement their own pedagogy when supporting verbal and non-verbal interaction in children’s learning?
3.What resources do teachers use to support verbal and non-verbal interaction between the child and adult?
4.What do teachers regard as high quality verbal and non-verbal interactions with children’s learning in the classroom?

USE WEAVING AS A STRATEGY IN WRITING THE FINDINGS FOR EXAMPLE;
DURING THE INTERVIEW THE TEACHER EXPRESSED HER OPINION ON THE IMPORTANCE OF….

THEN GIVE A QUOTE FROM THE TRANSCRIPT.

THEN GIVE AN EXAMPLE OF A THEORY (LOOK AT LITERATURE REVIEW OR USE A RELEVANT THEORY TO BACK IT UP) FOR EXAMPLE VYGOTKSY, PIAGET, BRUNER ETC.

THEN BACK THE THEORY UP WITH LITERATURE FOR EXAMPLE; RESEARCH DONE BY….FOUND THAT SCAFFOLDING CAN PROVIDE…. ETC.

REMINDER:

I HAVE NOT YET INCLUDED THIS IN MY METHODOLOGY SO IT IS A REMINDER THAT I HAVE USED CODING FOR MY DATA EXAMPLE (T1, T2) CODING QUALITATIVE RESEARCH TO FIND COMMON THEMES AND CONCEPTS IS PART OF THEMATIC ANALYSIS.

REMEMBER:

Consider what was not said as well as what was said.
Identify useful quotes from participants.
Contradictions.
Specificity of responses- give more weight to those based on experience.
Not just words, but actions and behaviours.
Provide triangulation/crystallization
Make comparisons with literature review.
Remember that whatever you write it should be answering. the research questions (written above).

Likely to be a mix of past and present tense. For example, past tense to refer to data, present tense to develop a line of argument in relation to the data, present tense when using literature to discuss findings. Generally third person. In qualitative research, tentative language should be used e.g. ‘this suggests’, ‘perhaps’, ‘possible’, ‘appeared to’, ‘seemed to’.

CONCLUSIONS (APPROX 300 WORDS)
• Summary of research
• Key findings, key points from your discussion/argument
• What is the contribution of your research?
• What would you change/do differently?

THINKING POINTS:
•What tentative conclusions can be drawn (if any) from the findings and analysis?
•How valid are the research evidence and findings?
•Do the findings/conclusions develop, challenge or extend existing knowledge in the academic field?
•What were the limitations (if any) of your research? What worked well and what did not?
•In hindsight, what (if anything) would now be done differently?

What are reflection and experiential learning? why are they important for learning and professional development?

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The purpose of this task is for you to reflect upon the value of your volunteer activity in relation to both yourself and the host organist. Therefore you need to evaluate your experience from the organizations point of view as well as your own. This can be written in the 1st person.

MY PLACEMENT WAS A AFTER SCHOOL LITERACY CHARITY ORGANISATION WHICH HELPS IMPROVE THE READING, WRITING, CONFIDENCE AND PERSEVERANCE OF CHILDREN WHO ARE FALLING BEHIND IN SCHOOL AND HAVE FEWER OPPORTUNITIES AT SCHOOL AND BEYOND. THEY PROVIDE EXTRA ADULT ATTENTION BY WORKING ONE-TO-ONE WITH EITHER ONE CHILD OR A GROUP OF CHILDREN, THE CHANCE TO WORK ON REAL-WORLD PUBLISHING PROJECTS AND EXTRA READING SUPPORT. FOR EXAMPLE, THEY CREATE THEIR OWN FILMS WHICH THEY WRITE THEMSELVES AND ALSO ACT THAT ARE LATER ON SCREENED AT A LOCAL CINEMA OR THEY WRITE THEIR OWN BOOK WHICH IS PUBLISHED. EVERY WEEK THE CHILDREN FOCUS ON NEW ACTIVITIES AND I WILL GIVE A FEW EXAMPLES OF MY EXPERIENCE FOR YOU TO WRITE ABOUT AND EXPAND ON WITH LITERATURE.

Content that needs to be included;
•What are reflection and experiential learning? why are they important for learning and professional development?
•What did you hope to achieve through your volunteering experience? e.g. what skills and knowledge (REFER TO HUMAN CAPITAL) did you hope to gain? What links/relationships did you develop? (REFER TO SOCIAL CAPITAL) What impact did you hope to have? (also think about Motivational theory – why did you volunteer?).
•In reality what skills, attitudes and knowledge you were able to gain and/or develop? (make reference to the development of social and human capital) Support your observations with evidence e.g. a statement from a supervisor, workshops/session plans/evaluations from activities you were involved in (include these as appendices).
•Reflect on any University Employability activities that you participated in (I WAS A STUDENT REP) What did you learn from these? How might you use these in your future career development?
•What your volunteering experience has taught you about a career in the third (VCS) or public sector? E.g. do you want to work in the sector where you volunteered? Why? Provide examples where appropriate, and refer to your learning diaries.
•What has the experience taught you about to the future of charities / public sector?
•Overall what were the main learning points from the whole volunteering experience?

EXAMPLES OF MY EXPERIENCES ARE ATTACHED IN ADDITIONAL MATERIALS PLEASE LOOK AT IS IMPORTANT (YOU CAN ALSO COME UP WITH A FEW OF YOUR OWN BUT MAKE SURE THAT IT IS IN CONTENT OF ORGANIZATIONS AIM EXAMPLE GIVEN.

ALWAYS REFER THOUGHTS TO LITERATURE
FOR EXAMPLE; “I EXPERIENCED THIS AND FELT LIKE THIS… THE (BOOK/LITERATURE) ALSO BACKS IT UP BY STATING…) THIS IS A GRADE BOOSTER MAKE SURE TO INCLUDE!

you can mention your feelings and what your heart truly desires for example, “Although this is part of my module, I don’t like working in charities” then think about;

logical thinking? whats next?
what has this taught you about the future of charities?

You can say things like:

Due to government insufficient funding schools need more volunteers and it is a loop. I feel sad as schools become increasingly reliant on volunteers.

Then what? (always follow a thread)
So public sectors is trapped and therefore I want to be part of the expansion and get involved.
Could you possibly also donate and help?

THREAD:
FEELINGS? EXPERIENCE?> TEXTBOOK (LITERATURE)> SOLUTION? WRAP IT UP.

ADD A CONCLUSION;
narrow down to 3 things you want to say for example, this essay has evidenced… multiple definitions etc. be on point summarize. what three things have you learned from your experience? e.g. unsatisfactory arrangement university and charities and things like shouldn’t be necessary to do this on top of assignment.

How can we facilitate a process-oriented approach to research? Can you think of an example of how you might do this in your own work?

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This week order includes 2 initial discussion posts/responses (about 100 – 150 words each discussion post – Part A), one reply response (2-3 sentences – Part B) to classmates discussion post from discussion one, one reply response (2-3 sentences – Part B) to classmate’s post from discussion two, and Cognitive Recall Assignment: Mindsets Toward Learning that address the questions (mostly check for understanding for the past 2 weeks’ required readings). Please reference/cite the required reading before using outside sources.
Please state which paragraph or section you are addressing: Discussion one, Discussion two, Week 11 Cognitive Recall Assignment: Mindsets Toward Learning, and reply to classmate X’s discussion post one, reply to classmate X’s discussion post two.
I won’t be able to provide you the classmates’ posts for you to select and to reply until I submit my own discussion posts/responses.
Week 11 Discussion 01: Growth Mindset Research
Instructions
Having read for the first time about the benefits of a growth mindset, a librarian tells a student struggling with their research project to “work harder” and everything will be fine.
• Why should we expect this to be an ineffective strategy from the standpoint of growth mindset research?
• Why should we expect it to be an ineffective strategy from the standpoint of Rogerian Relational Rapport Model?
A) Initial replies/your discussion response should be 100-150 words in length, use APA rules for citations, and address the question with original insights.
B) Reply to one interesting classmate’s discussion post with which you agree or disagree. Be sure to support your stance with two to three sentences. I will provide classmates’ posts for you to select after my own submission.
Week 11 Discussion 02: Critical Pedagogy
Due: Post your response by end of Day 5 and reply to one of your
Instructions
Are the approaches to critical pedagogy from the Tewell and Hooks readings consistent with the cognitive science of learning approaches advocated by Klipfel and Cook in Chapter 3 of Learner Centered Pedagogy? Are they consistent with Willingham and Daniel’s paper on “Teaching to What Students Have in Common?” Explain your answer.
A) Initial replies/your discussion response should be 100-150 words in length, use APA rules for citations, and address the question with original insights.
B) Reply to one interesting classmate’s discussion post with which you agree or disagree. Be sure to support your stance with two to three sentences. I will provide classmates’ posts for you to select after my own submission.
Week 11 Assignment 01: Cognitive Recall Assignment: Mindsets Toward Learning
Instructions
For this assignment, you should write a one-to-two page response in a Word document addressing the following questions:
1. How do student attitudes toward the role of intelligence in learning impact their motivation to learn? Are there ways to overcome these attitudes? What might that look like? How can librarians contribute and add to teaching these ideas?
2. How can we facilitate a process-oriented approach to research? Can you think of an example of how you might do this in your own work?
3. What best practices can librarians adopt from the mindset literature to help students who are experiencing roadblocks in their research?