gcu elm 350 questioning strategies in the social studies classroom

Clinical Field Experience B: Questioning Strategies in the Social Studies Classroom

Building a learning environment in which students use respectful communication skills demonstrates the importance of creating safe, positive spaces inside and outside of the classroom. By modeling these questioning strategies, teachers provide examples of how to communicate in collaborative and social situations.

Allocate at least 3 hours in the field to support this field experience.

Observe a minimum of two social studies lessons taught by a certified K-8 grade teacher. During your observation, take note of questioning strategies utilized by the teacher, and the communication those questions fostered.

After observing the social studies lessons, create four supplemental questions that are reflective of the content taught, identifying the alignment of each question to a DOK level. Share your questions with your mentor teacher seeking his or her feedback.

Use any remaining field experience hours to assist the teacher in providing instruction and support to the class.

Compose a 250-500 word reflection summarizing the lessons you observed and your discussion with your mentor teacher. Include the supplemental questions you created and any revisions you would make based on the feedback you received from your mentor teacher.

Thinking about your future professional practice, explain how you will apply what you observed about using questioning strategies in social studies instruction to increase students’ critical thinking skills and depth of knowledge.

These links may be helpful to you

http://www.edutopia.org/blog/online-resources-prim…

https://www.teacher.org/daily/creating-environment…

http://www.ascd.org/ascd-express/vol10/1009-mount….

https://greatergood.berkeley.edu/article/item/how_…

passion company created sound company with a transfer of 1 000 cash during sound company s first year of operation it generated a net loss of 180 and paid no dividend during sound company s second year of operation it generated net income of

  • Students are advised to make their work clear and well presented, marks may be reduced for poor presentation. This includes filling your information on the cover page.
  • Students must mention question number clearly in their answer.
  • Late submission will NOT be accepted.
  • Avoid plagiarism, the work should be in your own words, copying from students or other resources without proper referencing will result in ZERO marks. No exceptions.
  • All answered must be typed using Times New Roman (size 12, double-spaced) font. No pictures containing text will be accepted and will be considered plagiarism).

Submissions
without this cover page will NOT be accepted

hist405 journal entry

Required Resources

Read/review the following resources for this activity:

  • Textbook: OPENSTAX -Review chapters as needed
  • Review lessons as needed

Instructions
For this activity, reflect on the course content and address the following:

  • Identify and elaborate on one or two lessons you have learned from our study of United States history that affect you today in your daily life and/or work. USE INFO FROM THE CIVIL RIGHTS MOVEMENT (FROM LAST WEEK) AMERICA AND TERRORISM IN THE 21ST CENTURY (THIS WEEK)
  • Provide advice to the next group of students who will be taking this course.
    • How has this course affected you today in your daily life and/or work?
    • What should incoming students be aware of regarding this class?
    • What strategies did you use that they may find useful?
    • What advice can you provide to help them earn an A?

Writing Requirements

  • Length: 2-3 pages (not including title page)
  • 1-inch margins
  • Double spaced
  • 12-point Times New Roman font
  • Title page

Grading
This activity will be graded based on the W8 Journal Entry Grading Rubric.

Course Outcomes (CO): 7

Due Date: By 11:59 p.m. MT on Saturday

Rubric

W8 Journal Entry Grading Rubric – 85 pts

W8 Journal Entry Grading Rubric – 85 pts

Criteria Ratings Pts

This criterion is linked to a Learning OutcomeLength

5.0 pts

Meets length requirement

0.0 pts

Does not meet length requirement

5.0 pts

This criterion is linked to a Learning OutcomePlanning

40.0 pts

Clearly articulates several connections between planning and success in the course with several clear examples and support.

34.0 pts

Articulates some connections between planning and success in the course with clear examples and support.

30.0 pts

Articulates some connections between planning and success in the course, but examination could be refined and more in depth.

24.0 pts

Presents unclear connection between planning and success in the course and conducts.

0.0 pts

Does not present a connection between planning and success in the course.

40.0 pts

This criterion is linked to a Learning OutcomeCareer

20.0 pts

Clearly articulates a thoughtful connection of the course to one’s career.

15.0 pts

Articulates a loose connection of the course to one’s career but does not provide explanation or detail.

0.0 pts

Does not articulate a connection of the course to one’s career.

20.0 pts

This criterion is linked to a Learning OutcomeWriting: Mechanics & Usage

10.0 pts

The writing is free of errors in grammar, spelling, and punctuation that would detract from a clear reading of the paper.

8.5 pts

The writing contains a few errors in grammar, spelling, and punctuation, but the errors do not detract from a clear reading of the text.

7.5 pts

The writing contains some errors in grammar, spelling, and punctuation that need to be addressed for a clearer reading of the paper.

6.0 pts

The writing contains several errors in grammar, spelling, and punctuation that impede a clear reading of the paper.

0.0 pts

No effort

10.0 pts

This criterion is linked to a Learning OutcomeClarity & Flow

10.0 pts

The writing contains strong word choice that clarifies ideas and masterful sentence variety aids with the flow of ideas.

8.5 pts

The writing contains varied word choice and sentence structures that clarify ideas and aid with the flow of ideas.

7.5 pts

The writing contains word choice and sentence structures that can be revised for better clarification of ideas and flow of ideas.

6.0 pts

The writing contains wording and sentence structures that are awkward and/or unclear, impeding the clarity and flow of ideas.

0.0 pts

No effort

write your plan for landing a summer job in a business field

Write your plan for landing a summer job in a business field. It should be 2 pages, double-spaced.

history essay 161

The Black Death, the plague that wiped out as much as a third of Europe in the fourteenth century, was an absolute disaster, with no positive impact.

answer the questions 501

Read the PPT and answer two questions

1. If you were the leader of a newly formed team, what might you do to make sure that the team developed norms of high performance?

2. Suppose that you are the leader of a team that has just been created to develop a new registration process at your college or university. How can you use an understanding of the stages of team development to improve your team’s effectiveness?

on the instruction 6

Direction Point: The philosopher Plato was not a big fan of the Athenian form of government. Please watch the following video that shows The Allegory of the Cave, which depicts Plato’s idea about how ordinary people understand the world about them. Then, read the articles found in the second and third link.

What was Plato trying to communicate through The Allegory of the Cave? What issues did Plato have with Athenian democracy? (This question MUST be done on one page with 300 words).

Why did Plato believe that ordinary people should not be allowed to govern? What types of characteristics should a philosopher-king have? <<<<<< (This question MUST be done on one page with 300 words as well).

This is a reference: https://www.youtube.com/watch?v=69F7GhASOdM

Finally, read the excerpt below from (found below)

This is another reference: http://facultyfiles.frostburg.edu/phil/forum/PlatoRep.htm

Reference which also can be used: In mapping out the constitution for his utopian society or state, Plato starts out with a schematic description of the human soul. Every soul, according to him, is composed of three parts: bodily desires and appetites, “spirited emotions” like ambition and courage, and finally the faculty of knowledge and reason. In a healthy individual all three parts fulfill their proper function. Bodily desires and appetites secure the physical survival of a person, the spirited emotions inspire his more far-reaching plans and projects, and the intellectual faculties make sure that all enterprises remain reasonable and under rational control. Plato lays great stress on the disciplining function of reason. Without the self-discipline imposed by reason a person may easily turn into something like a self-destructive glutton, or into a person carried away by foolish emotions and thoughtless ambitions. Informed reason, according to Plato, is the faculty best suited to make all the right and necessary decisions in a person’s life.

The utopian society described in the Republic has a similar tripartite structure as the human soul. Corresponding to the bodily desires and appetites of the soul is the class of people who are involved in the economy of a state. This class constitutes the vast majority of the people, and it comprises such diverse groups as craftsmen, farmers, merchants, manufacturers, and money changers or bankers. Plato classifies all of them as “lovers of money.”

Corresponding to the spirited emotions in the soul is the much smaller class of the armed forces, the class of professional warriors that is responsible for the safety of the community. Plato calls them “lovers of honor.” Their main desire is to gain fame and admiration by serving their fellow citizens—for whom, in extreme situations, they are willing to sacrifice their lives as well as their material possessions.

Corresponding to the faculty of reason is the smallest class of people—scientists, scholars, high-level experts, and similar sophisticates. Plato calls them “lovers of wisdom,” i. e., “philosophers.” Their most passionate interests are understanding and knowledge, and their greatest pleasure a lively life of the mind.

As a just and healthy person is governed by knowledge and reason, a just society must be under the control of society’s most cultivated and best informed minds, its “lovers of wisdom.” Just societies cannot be run by big money or armed forces with their too narrow agendas. Limitless desire for wealth and blind ambition must be watched and contained as potential public dangers. The most informed minds must determine objectively, with due consideration of all points of view, what the most healthy and practical goals for the commonwealth are.

This rule by society’s best minds is the core concept of Plato’s so-called “philosopher kings.” Until now crucial decisions concerning war, peace, and the welfare of society had always been left to corrupt or incompetent politicians, ignorant voters, over-ambitious generals, and other people unsuited to run a state. Bloodshed, hatred, waste of resources, and deplorable conditions had usually been the result. There is no chance for things to become better unless knowledge and reason are put in command—the best knowledge and the most competent reason that society can muster. Lovers of wisdom may not be eager to govern, as their main passions are more intellectual pursuits. But since they are the best trained and best informed minds, they must be obligated by law to run the state—as a sort of committee of technocrats. “Until philosophers are kings, or the kings and princes of this world have the spirit and power of philosophy, … cities will never have rest from their evils,” as Plato suggests in the Republic. (3)

Plato was fully aware of how outlandish such an idea must have sounded in the ears of most of his contemporaries, an idea that was rendered even more fantastic by his contention that women are as capable of being philosophers and governors as men, and that no member of the government should be allowed to own or accumulate property while in office. Plato himself poked subtle fun at the strangeness of what he was proposing, and some scholars are not sure just how seriously Plato took the proposals of the Republic himself. Still, the book’s discussion of good government provides arguments that give philosophers and political scientists pause. The Republic’s critique of democracy in particular is too substantial to be simply dismissed as eccentric speculation.

product positioning paper

Write a paper of no more than 1,050 words to explain how the consumer of your target company (“client”) from Week 1 is influenced during the decision-making process by targeted product positioning. The paper must address the following:

  • Research the product positioning of similar products to determine the best positioning for your client’s product, and explain your findings.
  • Recommend a product positioning strategy, and explain why the strategy selected is the optimal choice.
  • Explain how the promotional strategies are expected to influence consumer decision making within the targeted market group.
  • Discuss how environmental factors, cultural differences, and reference groups have an impact on the positioning.

I HAVE ATTACHED THE WEEK 1 PAPER.

proposal law and economic

The Project may be a review of a single published article from select Law and Economics journals, a review of recent Canadian jurisprudence in the area of Competition law (although other areas of law may be allowed) or on other areas of research in the field of law and economics. Students should seek approval for the subject of their project prior to the submission of their project proposal.

Some ideas:

“Disclosure as a Strategy in the Patent Race”

“The Market for Illegal Goods: the Case of Drugs“

“Filling Gaps in Incomplete Contracts“

“Strategic Vagueness in Contract Design“

“Plea Bargains Only for the Guilty