learning centered classroom conducive to collaborative learning and student involvement.
EXAMPLE: I believe that student participation is essential, particularly in a classroom of adult learners who have personal and professional experiences they can relate to the lesson at hand. I try to scaffold upon learners' existing knowledge to make lessons seem relevant to students. Compelling discussion requires a dialogue between teachers and students. Students must be treated with respect and be encouraged to act as full participants in the learning process. For example, one of my students was a nursing assistant who had valuable input regarding the changes in technology that had occurred in the medical field.

Performs Student Assessment of Learning Objectives

(B):Definition: Performs student assessment of learning objectives based on course curriculum and exit competencies.

EXAMPLE: Students are made aware of the grading criteria at the beginning of the course and before every assignment.

They are also made aware of learning objectives…...

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Resources

(F):Definition: Has knowledge of and utilizes available academic resources and directs each student in ways that foster a successful learning experience; integrates career-focused education into course.

EXAMPLE: I direct students to additional resources (including credible websites) where they can locate additional course- related information. I

But that is partly because what I have to suggest is not a method but a stance towards one's teaching. This stance requires a sort of doubleness: an awareness that one's course is part of an ideological structure that keeps people from thinking about their situation, but also a belief that one can resist this structure and help students to criticize it' (Myers 172). Even while using collaborative learning techniques, Myers does not want students to lose their individuality. This is also Holt's goal but it is unclear if this as easy in 'theory' as it is in fact, based on the experiences she chronicles. Holt calls the Bruffee approach 'democratic' but in a perfect democracy there can be a loss of valuable minority opinions.
riting, it could be argued, is designed to express individualism. But not all authors agree with this idea. John Trimbur's "Consent and Difference in Collaborative…...

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Works Cited

Bruffee, Kenneth a. "Collaborative learning and the 'Conversation of Mankind'." College

English, 46. 7 (Nov., 1984): 635-652

Holt, Mara. "The importance of dissent in collaborative learning." The Writing Center Journal,

28.2 (2008).

authored by Rebecca Ingalls, she talks about Paul McCartney and John Lennon collaborating on some very famous songs sung by the Beatles. She states that "it was inspiration and creativity that had to happen, or they wouldn't achieve and sustain the success they hoped for" (Ingalls, 2011, p. 123). hile such collaboration on the part of college students working on an essay has far less importance to the music industry, inspiration and creativity also have to take place and collaboration has to be a joint effort, or the hoped for results may not be achieved.
Regarding the collaborative effort of the individuals that worked on the essay titled "Drugs and Alcohol" a number of comparative actions took place that can equate to the McCartney and Lennon scenario referred to by Ingalls. She states in the very first paragraph that "these collaborators worked diligently and systematically to create, share, and merge…...

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Works Cited

Ingalls, R.; (2011) Writing eyeball to eyeball: Building a successful collaboration, Writing Spaces: Readings on Writing, Vol. 2

2. True learning organizations allocate the time and resources that are required to develop a competitive advantage based on the lifelong learning and training opportunities that are provided to everyone in the organization.

3. A learning organization not only develops the opportunities for learning but it also provides a corporate culture that encourage all of its members to become self-actualized, thereby contributing to the advancement of the larger society in which the organization competes. .

4. The leadership of true learning organizations ensure that the corporate vision is communicated to all members and provides a framework in which their feedback is welcomed and acted upon, as well as ensuring that an environment exists in which there "are no bad questions" concerning the direction in which the enterprise is headed.

5. Learning organizations make it possible to consolidate work and learning as well as encouraging all members of the enterprise to embrace the need…...

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References

Albert, M. 1998 "Shaping a Learning Organization through the Linkage of Action Research

Interventions." Organization Development Journal, vol. 16, no. 3, pp. 29-31.

Avolio, B.J., & Bass, B.M. 2002 Developing potential across a full range of leadership:

Cases on transactional and transformational leadership. Mahwah, NJ: Lawrence

If teachers fail to design connected scaffolds than the class will develop only limited capabilities. He explains that this can be done by choosing only those scaffolding tools which have similar structures, assignment objectives, and interactive styles (Tabak, 2004). Hence when considering the scaffolds for developing skills of weak students, I will make sure that the scaffolds are complementing not only the main learning objective but also one another.

eferences

Biehler, S.M. (2010). Psychology Applied to Teaching: 12th edition. Wadsworth Publishing.

Bilal, D. (2002). Perspectives on children's navigation of the World Wide Web: Does the type of search task make a difference? Online Information eview, 26(2), 108-127.

Cho, K. & Jonassen, DH (2002). The effects of argumentation scaffolds on argumentation and problem solving. Educational Technological esearch and Development, 50(3), 5-22.

Hogan, K., & Pressley, M. (1997). Scaffolding student learning: Instructional approaches & issues. Cambridge, M.A.: Brookline Books, Inc.

Jones, P. (2002). New directions for library service…...

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References

Biehler, S.M. (2010). Psychology Applied to Teaching: 12th edition. Wadsworth Publishing.

Bilal, D. (2002). Perspectives on children's navigation of the World Wide Web: Does the type of search task make a difference? Online Information Review, 26(2), 108-127.

Cho, K. & Jonassen, DH (2002). The effects of argumentation scaffolds on argumentation and problem solving. Educational Technological Research and Development, 50(3), 5-22.

Hogan, K., & Pressley, M. (1997). Scaffolding student learning: Instructional approaches & issues. Cambridge, M.A.: Brookline Books, Inc.

Learning Environments
Educators as far back as Aristotle have attempted to determine the most optimal approach to teaching and learning. Any theory of learning must take a constellation of factors into consideration. Evidence-based research on the different components of learning theory, effective instruction, and learning environments abound, yet the one commonality is that individual differences are pivotal to the success of any approach. Additionally, even if perfect learning environments could be created, learning must be applicable to the world outside of the classroom. Indeed, that it its ultimate purpose. In this paper, this author will explore the characteristics of the backwards mapping, or designing for understanding, Common Core State Standards, both of which are integrative frameworks that promote efficient learning and effective teaching.

Learning Theory and Its Importance

A primary consideration of learning theorists is how to effectively address individual differences. Consider that from the 18th century and earlier, learning was often the…...

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References

Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annuals Rev. Psychology, 51(2), 1-26. Retrieved from  http://moodle2.cs.huji.ac.il/nu14/pluginfile.php/179670/mod_resource/content/1/Bandura_2001.pdf 

Brown, D. (2014). Opening classroom doors to collaborative learning. The Education Digest, 79(7), 19-22. Retrieved from  http://search.proquest.com/docview/1506936575?accountid=12085 

Fine, L., & Myers, J.W. (2004). Understanding students with Asperger's syndrome. Phi Delta Kappa Fastbacks, (520), 3-39. Retrieved from  http://search.proquest.com/docview/203654515?accountid=12085 

Griswold, D.E., Barnhill, G.P., Brenda, S.M., Hagiwara, T., & Simpson, R.L. (2002). Asperger syndrome and academic achievement. Focus on Autism and Other Developmental Disabilities, 17(2), 94. Retrieved from  http://search.proquest.com/docview/205061045?accountid=12085

Examples of how-to skills include note-taking, memorization techniques and locating main ideas and supporting details in passages" (Flanagan 2001). The other educator takes responsibility for helping students apply those skills. This might be one way for a younger and an older teacher to collaborate. The older teacher could teach a conventional unit on a particular type of subject matter, such as the Civil War, while the more technologically fluent younger instructor could show students how to use the Internet and other multimedia sources to research primary sources, such as soldiers' accounts from the battlefield, which would complement but not replace the need for the lecture.
Using collaborative teaching often takes greater planning on the part of the teachers. For example, in team-teaching, the teachers must coordinate which teacher will teach what aspect of the lesson. This may be based upon content area, or the type of medium involved: one teacher…...

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Reference

Flanagan, Barbara. (2001, Spring). Collaborative teaching 101. VCLD. 15(2).

Retrieved March 11, 2010 at  http://www.vcld.org/pages/newsletters/00_01_spring/coll_teach.htm

It is easy, in this instance, to overlook spelling mistakes and errors in clarity and reasoning.
Team dynamics can benefit or harm the collaborative writing process. There is an advantage to working with individuals one already knows; there are few surprises with respect to personality traits as they relate to the work. Sometimes better writing can be accomplished when teams are assigned, as this can facilitate diversity and ensure less "groupthink" and more substantive discussions (Powers, Dunn-Lewis, and Fraser, n.d.). Team identity can be forged purposefully, as when a leader is formally appointed or agreed upon by the group. In some cases, leadership emerges without conscious decision. Strong writers or content area experts are natural choices for leadership roles, but sometimes personalities come into play. This is not necessarily a negative. An individual who is neither the strongest writer nor the most knowledgeable in terms of content may possess the…...

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References

Kittle, P., & Hicks, T. (2009). Transforming the group paper with collaborative online writing.

Pedagogy 9 (3), pp. 525-538.

Powers, S.R., Dunn-Lewis, C., & Fraser, G. (n.d.) Collaborative writing resources. UConn

Writing Center. Retrieved from  http://www.writingcenter.uconn.edu/collabwriting.php

(American Lirary Association, 2006)
II. Skills that Students will Possess upon Graduation from High School

The work entitled: "Information Literacy Curriculum" states that upon graduation from high school the student will posses the following skills:

(1) Information literacy -- aility to identify, locate, access, retrieve, evaluate and use information from a variety of formats;

(2) Information management -- aility to use electronic lirary catalogs, microformats, periodical dataases, CD-ROM interfaces, school area network programs, INTERNET, and print materials;

(3) Research Strategies -- aility to use print and electronic lirary sources effectively;

(4) Classification and Grouping of Information -- aility to use word processing, manipulation of dataase files to download, copy, and print information, and note-taking skills;

(5) Organization of Information - aility to correctly cite sources and create note cards and iliography; and (6) Effective Use of Media Equipment -- aility to operate OPAC, LAN, Microfilm / Microfiche, VCR and Videotapes, Audio Cassette Player and tapes, CD-ROM…...

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bibliography; and (6) Effective Use of Media Equipment -- ability to operate OPAC, LAN, Microfilm / Microfiche, VCR and Videotapes, Audio Cassette Player and tapes, CD-ROM station, Copy Machine and Printer to retrieve, copy, or print materials.

References

Information Literacy Curriculum (nd) Clarkstown Central School District West Nyack, NY. Online available at:  http://www.ccsd.edu/bardonia/CCSDLibraryCurriculum/hrdcpy/Final%20Draft1.pdf 

Information Power: Building Partnerships for Learning - Learning and Teaching Principles of School Library Media Programs (2006) American Association of Libraries. Online available at:  http://www.ala.org/ala/mgrps/divs/aasl/aaslproftools/informationpower/iplearningteaching.cfm

This study investigates how ESL students' perception affects the teacher-student interaction in the writing conferences. The multiple-case study explores: ESL students' expectations of the writing conference and factors contributing to the expectations, participation patterns of ESL students in the conferences, and ESL students' perception of the effectiveness of teacher-student conferences. A questionnaire, distributed to 110 (65 NS and 45 ESL) students enrolled in the first-year composition classes, examines students' previous writing experience and expectations of the writing conferences. Pre-conference interviews with 19 focus students (8 NS and 11 ESL) were conducted to verify the survey results. Students' participation patterns were investigated via the video-recorded writing conferences of the 19 focus students. Students' perceptions of the conference were investigated through the post conference interviews with the 19 focus students and follow-up interviews with six Chinese students.
esults of the research that Liu (2009) conducted determined that ESL students and NS students…...

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References

Beare, K. (n.d.). ESL Writing Workshop 2. Retrieved from http://esl.about.com/od/writinglessonplan/a/l_wwshop2.htm

Bitchener, J., & Knoch, U. (2009). The value of a focused approach to written corrective feedback. ELT Journal: English Language Teachers Journal, 63(3), 204-211. doi:10.1093/elt/ccn043.

Liu, Y.. ESL students in the college writing conferences: Perception and participation. Ph.D. dissertation, The University of Arizona, United States -- Arizona. Retrieved September 06, 2010, from Dissertations & Theses: Full Text.(Publication No. AAT 3359771).

Matthews-Aydinli, J. (2008). OVERLOOKED AND UNDERSTUDIED? A SURVEY OF CURRENT TRENDS IN RESEARCH ON ADULT ENGLISH LANGUAGE LEARNERS. Adult Education Quarterly, 58(3), 198. Retrieved from MasterFILE Premier database.

e. In instances where the students have already demonstrated a diversity of learning styles (DeCastro-Ambrosetti & Cho, 2005). The use of authentic assessments includes greater student directive-ness and increased empowerment and self-guidance and -reliance in the learning process.
Self-assessment is seen by many to be the culmination of the individualization of learning assessment, but when this occurs solely for the purposes of accountability, learning is far from guaranteed (Gaytan & McEwen, 2007). This is partially due to the difference students and instructors, at least in the study conducted by Gaytan and McEwen (2007), perceive in the purpose of self-assessment tests; students viewed them primarily as a way to receive feedback as to their progress and achievement, while instructors saw them more as a way to make sure students understood the material (Gaytan and McEwen, 2007). Both views underline the usefulness of self-assessments, but perhaps they can be best applied by instructors…...

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References

Commons, P. "The contribution of inspection, self-assessment, investors in people...: an initial exploration." Journal of further & higher education, vol. 27, issue 1 (Feb 2003), pp. 27-47

DeCastro-Ambrosetti, D. & Cho, G. "Synergism in learning: A critical reflection of authentic assessment." High school journal, vol. 89, issue 1(Oct/Nov 2005), pp. 57-62

Feinstein, S. "Performance assessment in Juvenile Correction education programs." Journal of correctional education, vol. 53. Issue 1 (Mar 2002), pp. 9-12

Gaytan, J. & McEwen, B. "Effective online instructional and assessment strategies." American journal of distance education. Vol. 21 issue 3 (Sep 2007), pp. 117-32

Given the capriciousness of the human condition with respect to continuing redefinitions of personal and professional success, human resource managers are faced with some difficult choices in formulating recommendations for best practices. Therefore, the learning journal would undergo a series of draft versions that would be used to solicit feedback from experts in the field who could point out flaws and areas that required additional research or support to be valid and trustworthy. The solicitation of feedback process would follow the guidance provided by Neuman (2003) who recommends having a manuscript reviewed by knowledgeable individuals who possess the requisite credentials to provide informed feedback. This feedback would be carefully reviewed and the collaborative process would result in changes and additions where they were deemed necessary and appropriate.
4)

Outcomes and New Learning

Some of the overriding themes that emerged from the learning episodes outlined above was that the more researchers learn about…...

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References

American Psychological Association. (2002). Publication manual of the American Psychological

Association (5th ed.). Washington, DC: Author.

Cheverton, J. 2007. 'Holding our own: Value and performance in nonprofit organizations.'

Australian Journal of Social Issues, vol. 42, no. 3, pp. 427-428.

Learning Tasks
Small Group - Feedback Assessment

Respects others

Student reads quietly and stays in one place in the reading area.

Student reads quietly. S/he moves around once or twice but does not distract others.

Student makes 1-2 comments or noises when reading, but stays in one place in reading area.

Student reads loudly, makes repeated comments or noises OR fidgets and moves about often, distracting others.

Stays on task

Student reads the entire period. This may be independent reading or done with adult or peer assistance, as assigned.

Student reads almost all (80% or more) of the period.

Student reads some (50% or more) of the time.

Student wastes a lot of reading time.

Chooses Appropriate Books

Student chooses a book, which s/he has not read before, which is at or above grade level, or has been previous approved by the teacher.

Student chooses a book, which s/he has never read before and which is slightly below his/her reading level.

Student chooses a book…...

Learning Model
"Morris goes to School" by B. Wiseman.

Heading:

Your name, whole group, 5th grade, all, 09/03/2012.

Objectives for Lesson

The students will engage in reading and writing activities with reflection and understanding.

The students will be motivated to connect the story to their own particular cultural/ethnic / routine experiences

The students will be encouraged to generate situations and to apply to new circumstances using the story as their base

The students will be encouraged to imagine a recipient of their story and to direct the writing of their story to this recipient.

CSO's or SOLs (WV New Generation Content Standards and Objectives)

Student will:

Engage in reading of the text with understanding and motivation

Apply the story to their own circumstance be able to find launch pads from the story with which they can craft their own informative and meaningful tale.

Participate in collaborative conversation with partners and group regarding lessons of story.

Able to phonetically structure a complex composition based on…...

Collaborative Nursing Course
eflect on your mastery of each goal (Leadership & Organizational). Summarize what you have accomplished to date; what did you learn?

The different goals were concentrating on improving leadership development and organizational planning. What was accomplished was we learned the best techniques and strategies in achieving these objectives. The challenges that were faced are understanding how and when to apply these areas in a real world setting. The problem solving techniques are concentrating on improving communication and collaboration. (Jones, 2007) (Kelly, 2013)

The biggest barriers to meeting the learning outcomes were the inability to adjust. In the next month, we will regularly apply these areas in our practice. This has transformed our attitudes by taking all encompassing approach. As a leader or manager, areas for improvement need to concentrate on having greater amounts of flexibility and openness. In the process, we learned that these goals must be realistic. Yet, challenging…...

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References

Jones, R. (2007). Nursing Leadership and Management. Philadelphia, PA: FA Davis

Kelly, P. (2013). Essentials of Nursing Leadership. New York, NY: Cengage.

Each of these principles will have a significant impact on the way I teach. Here's a breakdown of how each principle will influence my teaching approach:

1. Prior knowledge: Before introducing new concepts, I will assess students' prior knowledge to identify any gaps or misconceptions. This will enable me to provide targeted instruction, building upon their existing understanding and connecting new information to what they already know.

2. Active learning: I will incorporate various interactive activities, such as group discussions, problem-solving tasks, and hands-on experiments. By actively engaging students in their learning process, they will have the opportunity to apply their knowledge....

Title: Addressing the Nuances of Oral Work Correction: A Comprehensive Guide

Introduction:
Oral work, encompassing both speaking and listening skills, plays a crucial role in effective communication. As educators, it is imperative that we provide constructive feedback to students to enhance their oral proficiency. This essay explores various strategies and considerations for correcting oral work, ensuring that students receive meaningful and actionable guidance to improve their communication abilities.

1. Establishing a Positive and Supportive Environment:

- Creating a classroom culture where students feel comfortable making mistakes and taking risks during oral presentations.
- Fostering a supportive atmosphere where peers provide constructive feedback to each other,....

## Thesis Statement:

Professional communication, encompassing both content and presentation, plays a pivotal role in effective knowledge dissemination, fostering meaningful interactions, and establishing credibility and trust among diverse audiences.

## Elaborated Thesis Statement:

1. Content:

- Thoughtful Construction: Professional communication demands the crafting of well-structured, coherent, and informative content.
- Accuracy and Credibility: Ensuring accuracy, currency, and reliability of information enhances the credibility and trustworthiness of the communicator.
- Audience-Centric Approach: Tailoring content to the specific interests, knowledge level, and needs of the target audience maximizes engagement and comprehension.
- Clarity and Conciseness: Utilizing clear, concise, and jargon-free language ensures that the intended....

Benefits and Challenges of Distance Learning

The Effectiveness and Impact of Distance Learning on Student Outcomes
Comparing Distance Learning to Traditional Face-to-Face Instruction: A Critical Analysis
Exploring the Role of Technology in Enhancing Distance Learning Experiences
The Benefits and Drawbacks of Online Collaboration and Communication Tools in Distance Learning

Accessibility and Equity in Distance Learning

Overcoming Barriers to Access in Distance Learning: Innovations and Strategies
Ensuring Equity in Distance Learning: Addressing Disparities in Access and Support
The Impact of Distance Learning on Underrepresented Student Populations: Challenges and Opportunities
Distance Learning as a Catalyst for Increasing Access to Education for Underserved Communities

Pedagogical....