Feedback Pack Week 2.pptx
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1. The document discusses the importance of developing evaluative judgment skills through feedback literacy. It emphasizes appreciating feedback, managing emotional responses, making judgments, and taking action. 2. Developing evaluative judgment involves reading works, reviewing others' works, and conducting exemplar analysis by evaluating previous peer works. The document provides guidance on analyzing exemplars based on criteria. 3. While feedback can be difficult to receive, the document encourages viewing all feedback as a learning resource, regardless of tone or clarity. It provides strategies for addressing different types of unclear, irrelevant, or too general feedback, such as checking rubrics, asking for clarification, or using online tools.
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Peer review and the development of evaluative skills
The document discusses peer review and its benefits for developing students' evaluative skills. It presents research findings that show students learn when producing feedback for peers by making comparisons to their own work and criteria. The key principle is that peer review helps students learn to self-evaluate by having them practice making judgments about others' work.
Academic Writing Basics for Doctoral Students: Keeping Your Reader in Mind
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Guide students
This document provides guidance to students on using feedback effectively. It discusses why students receive feedback, what they should do with feedback, and how to "feed forward" by applying feedback to future assessments. The document encourages students to reflect on feedback and create action plans to improve. It also addresses publishing grades and feedback online, separating feedback from grades, assessment criteria, and using portfolios. The overall message is that reflecting on feedback and creating action plans can help students improve their performance.
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This document discusses the importance of teaching critical thinking and problem solving skills in English language teaching. It outlines the key elements of critical thinking such as observation, facts, inferences, assumptions, opinions, arguments, and critical analysis. It also discusses Bloom's taxonomy of thinking skills. The document notes several benefits of critical thinking skills for students and challenges that teachers may face in teaching these skills. It provides examples of how to develop critical thinking through questioning, analogies, interaction, reflection and real-life problems. Finally, it outlines the steps to problem solving and discusses teachers' roles in developing these important skills in students.
W6 Assignment 2 Reflection Journal· Reflection JournalThis w.docx
W6 Assignment 2 "Reflection Journal"
· Reflection Journal
This week, through our readings and discussion, we explored how we can make the most of failure, how we can expand our horizons, and the notion of ethical awareness. Additionally, we have begun to explore the following course outcomes:
· read and extract information and ideas from a variety of texts;
· ask valid and logical questions that promote a deeper understanding of the issues being examined;
· identify the internal and external factors that affect the process of decision-making;
· express a well-informed, personal viewpoint and show an understanding of his or her own biases; and
· articulate how learning extends beyond the classroom.
In your journal, in approximately 150 words, reflect back on what you have learned so far through the course readings, assignments, and discussions (you are encouraged to reflect back on previous weeks as well). Consider the following questions to guide your reflection:
· What, if anything, did you find surprising, particularly challenging, interesting, or just beautiful?
· From what you know about this course so far, what connections can you make to previous learning experiences, and how do you think this course will help you as you move forward in your college and professional life?
· How do the course outcomes for this week apply to your experience so far?
· What questions do you still need answered?
W6 Assignment 2 "Reflection Journal"
·
Reflection
Journal
This week, through our readings and discussion, we explored how we can make the most of failure, how
we can expand our horizons, and the notion of ethical awareness. Additionally, we have begun to
explore the following course outcomes:
·
read and extract inf
ormation and ideas from a variety of texts;
·
ask valid and logical questions that promote a deeper understanding of the issues being
examined;
·
identify the internal and external factors that affect the process of decision
-
making;
·
express a well
-
informed, pe
rsonal viewpoint and show an understanding of his or her
own biases; and
·
articulate how learning extends beyond the classroom.
In your journal, in approximately 150 words, reflect back on what you have learned so far through the
course readings, assignment
s, and discussions (you are encouraged to reflect back on previous weeks as
well).
Consider the following questions to guide your reflection:
·
What, if anything, did you find surprising, particularly challenging, interesting, or just
beautiful?
·
From what
you know about this course so far, what connections can you make to
previous learning experiences, and how do you think this course will help you as you
move forward in your college and professional life?
·
How do the course outcomes for this week apply to y
our experience so far?
·
What questions do you still need answered?
W6 Assignment 2 "Reflection Journal"
Reflection Journal
This week, through our readings and discussion.
Faculty Training - Lesson Planning for Interactive Learning
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Peer review and the development of evaluative skills
The document discusses peer review and its benefits for developing students' evaluative skills. It presents research findings that show students learn when producing feedback for peers by making comparisons to their own work and criteria. The key principle is that peer review helps students learn to self-evaluate by having them practice making judgments about others' work.
Academic Writing Basics for Doctoral Students: Keeping Your Reader in Mind
This document provides guidance on writing skills for post-graduate education, focusing on readability, organization, and voice. It discusses measuring readability using tools like the Flesch score. Good organization is emphasized, with basic rules like using logical headings and paragraphs. Developing a consistent academic voice is also covered, with exercises to establish one's writing style. The document concludes by announcing upcoming changes to the DoctoralNet website to improve user experience.
Critical Thinking Corner Welcome
This presentation is designed to welcome visitors to the STUDYSmarter Critical Thinking Corner. It includes an overview of strategies for critical thinking, reading and writing at university.
10 tips for Incorporating Writing in to the Nursing Classroom
This document provides 10 tips for incorporating writing into nursing classrooms. The tips address common concerns faculty have around not having time to assess writing, lacking training in writing assessment, and not having space in the curriculum for writing. The tips suggest strategies like only collecting writing for completion, using peer review, adopting tools like Calibrated Peer Review, focusing feedback on grammar/form, choosing a lesson to teach with feedback, developing writing assignments to support learning goals, designing assignments for inquiry, and incorporating reflection. The document aims to demonstrate manageable ways for faculty to integrate writing into their courses to benefit student learning.
Guide students
This document provides guidance to students on using feedback effectively. It discusses why students receive feedback, what they should do with feedback, and how to "feed forward" by applying feedback to future assessments. The document encourages students to reflect on feedback and create action plans to improve. It also addresses publishing grades and feedback online, separating feedback from grades, assessment criteria, and using portfolios. The overall message is that reflecting on feedback and creating action plans can help students improve their performance.
Problem solving and_critical_thinking_eltecs
This document discusses the importance of teaching critical thinking and problem solving skills in English language teaching. It outlines the key elements of critical thinking such as observation, facts, inferences, assumptions, opinions, arguments, and critical analysis. It also discusses Bloom's taxonomy of thinking skills. The document notes several benefits of critical thinking skills for students and challenges that teachers may face in teaching these skills. It provides examples of how to develop critical thinking through questioning, analogies, interaction, reflection and real-life problems. Finally, it outlines the steps to problem solving and discusses teachers' roles in developing these important skills in students.
W6 Assignment 2 Reflection Journal· Reflection JournalThis w.docx
W6 Assignment 2 "Reflection Journal"
· Reflection Journal
This week, through our readings and discussion, we explored how we can make the most of failure, how we can expand our horizons, and the notion of ethical awareness. Additionally, we have begun to explore the following course outcomes:
· read and extract information and ideas from a variety of texts;
· ask valid and logical questions that promote a deeper understanding of the issues being examined;
· identify the internal and external factors that affect the process of decision-making;
· express a well-informed, personal viewpoint and show an understanding of his or her own biases; and
· articulate how learning extends beyond the classroom.
In your journal, in approximately 150 words, reflect back on what you have learned so far through the course readings, assignments, and discussions (you are encouraged to reflect back on previous weeks as well). Consider the following questions to guide your reflection:
· What, if anything, did you find surprising, particularly challenging, interesting, or just beautiful?
· From what you know about this course so far, what connections can you make to previous learning experiences, and how do you think this course will help you as you move forward in your college and professional life?
· How do the course outcomes for this week apply to your experience so far?
· What questions do you still need answered?
W6 Assignment 2 "Reflection Journal"
·
Reflection
Journal
This week, through our readings and discussion, we explored how we can make the most of failure, how
we can expand our horizons, and the notion of ethical awareness. Additionally, we have begun to
explore the following course outcomes:
·
read and extract inf
ormation and ideas from a variety of texts;
·
ask valid and logical questions that promote a deeper understanding of the issues being
examined;
·
identify the internal and external factors that affect the process of decision
-
making;
·
express a well
-
informed, pe
rsonal viewpoint and show an understanding of his or her
own biases; and
·
articulate how learning extends beyond the classroom.
In your journal, in approximately 150 words, reflect back on what you have learned so far through the
course readings, assignment
s, and discussions (you are encouraged to reflect back on previous weeks as
well).
Consider the following questions to guide your reflection:
·
What, if anything, did you find surprising, particularly challenging, interesting, or just
beautiful?
·
From what
you know about this course so far, what connections can you make to
previous learning experiences, and how do you think this course will help you as you
move forward in your college and professional life?
·
How do the course outcomes for this week apply to y
our experience so far?
·
What questions do you still need answered?
W6 Assignment 2 "Reflection Journal"
Reflection Journal
This week, through our readings and discussion.
Faculty Training - Lesson Planning for Interactive Learning
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Lesson planning is discussed, including its value and process. Madelyn Hunter's 8-step method is covered, with steps including preparing the learner, instruction, checking for understanding, and independent practice. Interactive learning is emphasized as being important for retention. Various interactive learning techniques are described, such as three-step interviews, roundtables, and structured problem solving. The document provides examples of applying these techniques in the classroom.Writing Skills for Work
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In this session, Steph looks at mindsets (the values and assumptions you make) and explore how a lack of genuine curiosity can provoke defensive behaviours in others and stop organisations from resolving the issues that really matter, but are challenging to address.
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Scientific Journal Article Critique
Each time you evaluate an article, you will complete Part I and Part II. You will submit on a typed hardcopy Part I., and Part II on the due date listed in your syllabus.
Part I.
1. Skim the article (take light notes)
· Read the abstract. The abstract informs you of the major findings of the study, and the importance.
· What is the big picture of the study (this is done as you read the article)
· Record terms or techniques you are not familiar with.
· Include questions to parts of the article you do not understand.
· If you are unfamiliar with concepts discussed throughout the article, then perform a Google search.
2. Re-read the article
· Go to the Materials and Methods and Results section, and ask the following questions within each section
· Was the study repeated? (You should know why a study must be repeated. If you do not know ask Prof. Olave or Dr. Bignami ASAP)
· What was the sample size? Is this representative of a large population?
· What were the variables? Controls?
· What factors might affect the outcome (according to the investigators)
· Interpret the data within each figure without looking at the text. Once you have done this, then read the text.
· Understand the purpose of the Materials and Methods
3. Preparing to summarize the article:
· Describe the article in your own words first. Can you explain to a friend without looking at your notes? If not, then most likely you do not understand. Go over your notes again.
· What was the purpose of the study?
· A reader who has not read your article must understand your summary.
4. Write a draft of your summary:
· Begin to write the article without looking at your notes. If you choose to look at your notes, then you may not understand the article, and may unintentionally plagiarize.
· Ask yourself the following questions to write your summary (without looking at your notes) in your own words:
· What was the purpose of the study?
· What questions were asked?
· How did the study address these questions?
· What assumptions did the author make?
· What were the major findings?
· What questions are still unanswered (according to the authors of the article)
Part II. Critical Review and Assessment of the Article
· In your summary, include your own analysis and evaluation of the article.
· Do not include personal opinions
· Use professional language. For example:
Common language: Dipodomys merriami is a kangaroo rat that has a longer Loop of Henle, and this helps it survive better in the desert by retaining more water.
Professional language: A longer Loop of Henle in Dipodomys merriami allows for greater water absorption, an adaptation that has led to survival in an arid environment.
· How did this study answer questions proposed in the introduction section of the paper?
· Include the limitations of the study:
· Does the data support the co ...
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Lecture notes 3
This document discusses mistakes and feedback in English language teaching. It defines mistakes as performance errors that can be self-corrected, while errors are systematic deviations that cannot be self-corrected. It categorizes mistakes into slips, errors, and attempts. The causes of errors include L1 interference, developmental errors, and overgeneralization. The document also discusses assessing student performance through tests, comments, marks, reports, and self-assessment. It explains that feedback should be given on oral and written work, and outlines principles for giving effective feedback such as focusing on behaviors that can change and suggesting alternative behaviors.
1000 - 1500 word argumentative essay PROMPT Is putting yourse.docx
1000 - 1500 word argumentative essay
PROMPT: Is putting yourself first a good approach to life?
FAQ
· How should I get started?
· Have the Personal Responsibility and Critical Thinking Rubrics open in front of you. Your grade will be assessed according to these two rubrics. Scroll down for these rubrics.
· Some questions to ask yourself as you are brainstorming: What does "putting yourself first" mean as you see it? What are the consequences of living this way? How would you describe the opposite of "putting yourself first"? If you had to choose between them, which way of life is better? Do you have to choose between them? If you disagree with your friend who thinks life is about putting oneself first as much as possible whenever possible, how would you persuade your friend that life is not a selfish or self-indulgent pursuit? How do you justify that your own actions are altruistic, and to what end do you pursue acts in the interest of others? Do you do so with the same passion as you do endeavors that fulfill a want or a need in your own life? Once you have entertained the above questions, carve out a thesis statement that states clearly whether or not "put yourself first" is a good approach to life and why.
· Early in your essay, describe how you understand "putting yourself first". It's important to define how you view this way of life before either advocating for it or rejecting it.
· Look up any information that you may need to check your biases. Suppose you intend to argue that rich people get ahead because they do not donate to charity. You might first explore studies to verify whether or not this is true. Who gives more to charity, the rich or the poor?
Have the facts.
· Argue for your thesis throughout your essay.
· Address objections to your position.
· How should this essay relate to Chapter 2?
· When writing this essay, you are not required to discuss the theories of meaning from Chapter 2 unless you find them relevant to "put yourself first". Focus the entirety of your essay on "put yourself first" and direct alternatives to this way of life as you draw upon the "big picture" from Chapter 2, that is the consequences of having a theory of meaning at all.
· In drafting this essay, I recommend that you also read section 8-3 of The Big Questions and the 1000 Word Philosophy link that I have posted below. Scroll, scroll.
· How many sources do I need to cite?
· You
must site some sources. See the Evidence component of the Critical Thinking Rubric. Though there is no minimum number of cited sources beyond our textbook, sometimes you need to refer to other source material in making your argument. Whenever you discuss content that should be backed up with a source, be sure to incorporate accurate sources and cite them.
· What format and style of citation should I use?
Use MLA. Academic philosophers use Chicago Manual. If you continue studies in philosophy, you will learn Chicago Manual; however, fo.
Feedback
This document discusses feedback in education. It explains that students learn best when they understand expectations, how they are progressing towards goals, and what they can do to improve. Good feedback directly relates to learning objectives, identifies strengths and provides specific strategies for improvement. Bad feedback is vague, focuses on personal attributes rather than work, or provides only scores without context. The document provides examples of effective and ineffective feedback and encourages giving feedback that students can apply to enhance their learning.
Student Discussion Self-Grading though use of the D2L Quizzing Tool
Presentation at Minnesota Brightspace Ignite on April 24, 2015, by Laura M. Schwarz and NancyruthLeibold, both of Minnesota State University Mankato
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A slide created for a seminar proposal about research on feedback uptake and feedback engagement
Feedback Pack Week 1.pptx
The document discusses developing feedback literacy among both students and teachers. It defines feedback literacy for students as having understandings, capacities, and dispositions to use feedback for improvement, such as appreciating feedback, making judgments, managing affect, and taking action. For teachers, feedback literacy involves expertise and dispositions to design feedback that enables student engagement and uptake, including relational sensitivities, designing for uptake, and managing practicalities. The document advocates for partnership between students and teachers in developing feedback literacy through shared responsibility for composing and receiving feedback.
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The document provides an outline for a workshop on developing effective workplace writing skills. It discusses considering the purpose and audience when writing, using clear structure and logical flow. It also covers using evidence and critical analysis, precision in language, and ensuring accuracy through careful editing and proofreading. Effective workplace writing is summarized as having a clear purpose, attention to the audience, logical structure, and using professional, simple and correct language.
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People often ask for the golden phrase, the silver bullet they can use to convince their teams, managers or executives to ‘go Agile’. While it would certainly help to talk about outcomes and benefits over practices and methods, it can sometimes be your own mindset that is holding back your ability to influence change.
In this session, Steph looks at mindsets (the values and assumptions you make) and explore how a lack of genuine curiosity can provoke defensive behaviours in others and stop organisations from resolving the issues that really matter, but are challenging to address.
She’ll use the setting of a small conversation to explore and better understand these ideas. While organisational change is big, the momentum for change can often be won or lost in small conversations. Becoming better in small conversations will help you grow your role in influencing organisational change. When you approach conversations with genuine curiosity about the other person’s point of view, you will not only have a more productive conversation, but build the trust needed for the work ahead.
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The document provides advice for how to be a successful research assistant. It outlines 10 pieces of advice: (1) manage your time effectively; (2) develop intellectual discipline through thinking, reading, and acting; (3) be proactive; (4) learn to communicate well; (5) develop an intellectual community; (6) network; (7) choose a good research problem; (8) understand faculty; (9) study successful people; and (10) maintain a work-life balance. It emphasizes choosing an appropriate research problem, communicating effectively, and networking within the research community. Additional resources on being a successful graduate student are provided.
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The document provides guidance on maintaining a learning diary or log. It explains that a learning diary is a personal record of an individual's work-based learning experiences, reflections, and skills development. It should not just describe what was done but also reflect on what was learned, how future experiences could be improved, and how new knowledge will be applied. The document offers examples of learning experiences to record and questions to consider when writing entries, such as discussing what went well or poorly and how the individual can develop. Regular, dated entries help identify learning patterns over time. Maintaining a learning diary with structured reflection can help facilitate positive changes in an individual's knowledge and skills.
Scil library instruction 101 assessment breakout
The document provides information and guidance about classroom assessment for librarians. It discusses preparing for assessment by establishing assumptions and goals. Formative and summative assessment are explained, with formative occurring during instruction to help students and instructors, and summative occurring after to evaluate outcomes. Several assessment methods and principles are presented, such as only collecting data that can be analyzed and changed. The document seeks to make assessment approachable and inspire integrating it into instruction.
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tutorial on reflection and preparation for TMA02 on Open University module, 'The Arts: Past and Present' (AA100)
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1. The document discusses how to use the SOLO taxonomy to design effective learning experiences and assessments.
2. The SOLO taxonomy focuses on assessing levels of understanding rather than content, and can be used formatively to provide useful feedback and identify clear next steps for students.
3. Using the SOLO taxonomy, teachers can thoughtfully design learning intentions, success criteria, differentiated lessons, and feedback that helps students make meaningful progress in their learning.
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Biology 112 Spring 2016.docx
Biology 112 Spring 2016
Scientific Journal Article Critique
Each time you evaluate an article, you will complete Part I and Part II. You will submit on a typed hardcopy Part I., and Part II on the due date listed in your syllabus.
Part I.
1. Skim the article (take light notes)
· Read the abstract. The abstract informs you of the major findings of the study, and the importance.
· What is the big picture of the study (this is done as you read the article)
· Record terms or techniques you are not familiar with.
· Include questions to parts of the article you do not understand.
· If you are unfamiliar with concepts discussed throughout the article, then perform a Google search.
2. Re-read the article
· Go to the Materials and Methods and Results section, and ask the following questions within each section
· Was the study repeated? (You should know why a study must be repeated. If you do not know ask Prof. Olave or Dr. Bignami ASAP)
· What was the sample size? Is this representative of a large population?
· What were the variables? Controls?
· What factors might affect the outcome (according to the investigators)
· Interpret the data within each figure without looking at the text. Once you have done this, then read the text.
· Understand the purpose of the Materials and Methods
3. Preparing to summarize the article:
· Describe the article in your own words first. Can you explain to a friend without looking at your notes? If not, then most likely you do not understand. Go over your notes again.
· What was the purpose of the study?
· A reader who has not read your article must understand your summary.
4. Write a draft of your summary:
· Begin to write the article without looking at your notes. If you choose to look at your notes, then you may not understand the article, and may unintentionally plagiarize.
· Ask yourself the following questions to write your summary (without looking at your notes) in your own words:
· What was the purpose of the study?
· What questions were asked?
· How did the study address these questions?
· What assumptions did the author make?
· What were the major findings?
· What questions are still unanswered (according to the authors of the article)
Part II. Critical Review and Assessment of the Article
· In your summary, include your own analysis and evaluation of the article.
· Do not include personal opinions
· Use professional language. For example:
Common language: Dipodomys merriami is a kangaroo rat that has a longer Loop of Henle, and this helps it survive better in the desert by retaining more water.
Professional language: A longer Loop of Henle in Dipodomys merriami allows for greater water absorption, an adaptation that has led to survival in an arid environment.
· How did this study answer questions proposed in the introduction section of the paper?
· Include the limitations of the study:
· Does the data support the co ...
SFU Symposium / Keynote October 3rd, 2013
This document summarizes key points from a presentation on assessment and grading. It discusses how effective assessment involves clear learning intentions, success criteria, and descriptive feedback. Formative assessment, including questioning, peer/self-assessment, and giving students ownership over their learning, is emphasized as a way to improve student achievement. The presentation also cautions that rewards can undermine intrinsic motivation for learning, and promotes developing a growth mindset in students. It advocates using curriculum mapping to align assessments, both formative and summative, with learning goals.
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This document discusses critical thinking and reflective practice in teaching. It defines critical thinking as understanding, analyzing, synthesizing, and evaluating problems. Reflective practice means reflecting on one's own actions to continuously learn and improve teaching. The document provides models for reflection, including What?-So What?-Now What? and describes-feelings-evaluation-analysis-conclusion-action plan. Overcoming barriers like time, skills, and motivation are discussed.
Essential questions
The document provides guidance on how to write an essential question. It explains that an essential question should provoke critical thinking rather than have a predetermined answer. It should require students to synthesize, analyze, and evaluate information from multiple sources. The document also discusses Bloom's Taxonomy and Webb's Depth of Knowledge model, noting that essential questions are found at the higher levels of these frameworks. It provides examples of effective essential question wording and distinguishes essential questions from traditional fact-based questions.
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This document discusses metacognition and its importance in learning. Metacognition refers to thinking about one's own thinking and learning processes. It involves knowledge of cognition and regulation of cognition. Developing metacognition allows learners to become expert learners by monitoring their learning and using effective strategies. Novice learners lack metacognition and have shallow learning approaches. The document outlines strategies for teaching metacognition to help students reflect on their own learning.
Lecture notes 3
This document discusses mistakes and feedback in English language teaching. It defines mistakes as performance errors that can be self-corrected, while errors are systematic deviations that cannot be self-corrected. It categorizes mistakes into slips, errors, and attempts. The causes of errors include L1 interference, developmental errors, and overgeneralization. The document also discusses assessing student performance through tests, comments, marks, reports, and self-assessment. It explains that feedback should be given on oral and written work, and outlines principles for giving effective feedback such as focusing on behaviors that can change and suggesting alternative behaviors.
1000 - 1500 word argumentative essay PROMPT Is putting yourse.docx
1000 - 1500 word argumentative essay
PROMPT: Is putting yourself first a good approach to life?
FAQ
· How should I get started?
· Have the Personal Responsibility and Critical Thinking Rubrics open in front of you. Your grade will be assessed according to these two rubrics. Scroll down for these rubrics.
· Some questions to ask yourself as you are brainstorming: What does "putting yourself first" mean as you see it? What are the consequences of living this way? How would you describe the opposite of "putting yourself first"? If you had to choose between them, which way of life is better? Do you have to choose between them? If you disagree with your friend who thinks life is about putting oneself first as much as possible whenever possible, how would you persuade your friend that life is not a selfish or self-indulgent pursuit? How do you justify that your own actions are altruistic, and to what end do you pursue acts in the interest of others? Do you do so with the same passion as you do endeavors that fulfill a want or a need in your own life? Once you have entertained the above questions, carve out a thesis statement that states clearly whether or not "put yourself first" is a good approach to life and why.
· Early in your essay, describe how you understand "putting yourself first". It's important to define how you view this way of life before either advocating for it or rejecting it.
· Look up any information that you may need to check your biases. Suppose you intend to argue that rich people get ahead because they do not donate to charity. You might first explore studies to verify whether or not this is true. Who gives more to charity, the rich or the poor?
Have the facts.
· Argue for your thesis throughout your essay.
· Address objections to your position.
· How should this essay relate to Chapter 2?
· When writing this essay, you are not required to discuss the theories of meaning from Chapter 2 unless you find them relevant to "put yourself first". Focus the entirety of your essay on "put yourself first" and direct alternatives to this way of life as you draw upon the "big picture" from Chapter 2, that is the consequences of having a theory of meaning at all.
· In drafting this essay, I recommend that you also read section 8-3 of The Big Questions and the 1000 Word Philosophy link that I have posted below. Scroll, scroll.
· How many sources do I need to cite?
· You
must site some sources. See the Evidence component of the Critical Thinking Rubric. Though there is no minimum number of cited sources beyond our textbook, sometimes you need to refer to other source material in making your argument. Whenever you discuss content that should be backed up with a source, be sure to incorporate accurate sources and cite them.
· What format and style of citation should I use?
Use MLA. Academic philosophers use Chicago Manual. If you continue studies in philosophy, you will learn Chicago Manual; however, fo.
Feedback
This document discusses feedback in education. It explains that students learn best when they understand expectations, how they are progressing towards goals, and what they can do to improve. Good feedback directly relates to learning objectives, identifies strengths and provides specific strategies for improvement. Bad feedback is vague, focuses on personal attributes rather than work, or provides only scores without context. The document provides examples of effective and ineffective feedback and encourages giving feedback that students can apply to enhance their learning.
Student Discussion Self-Grading though use of the D2L Quizzing Tool
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The document discusses developing feedback literacy among both students and teachers. It defines feedback literacy for students as having understandings, capacities, and dispositions to use feedback for improvement, such as appreciating feedback, making judgments, managing affect, and taking action. For teachers, feedback literacy involves expertise and dispositions to design feedback that enables student engagement and uptake, including relational sensitivities, designing for uptake, and managing practicalities. The document advocates for partnership between students and teachers in developing feedback literacy through shared responsibility for composing and receiving feedback.
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Introduction Moves
This document provides guidance on writing an effective introduction section for an academic paper. It outlines three common introduction moves: 1) claiming centrality of the research topic, 2) making topic generalizations or indicating gaps in previous research, and 3) outlining the purpose and structure of the present study. The document also discusses linking paragraphs together, using topic sentences, and benchmark word counts and structure for an introduction. Overall, the document aims to help students understand how to establish the importance and context of their research topic in the introduction.
Narrative Writing.pptx
This document provides guidance on narrative writing techniques including chain writing, non-stop writing, and giving feedback on writing exchanges. It defines narrative writing as telling a story, which can be used to motivate, educate or entertain. The key elements of narrative writing are discussed as character, setting, conflict, plot, and theme. Various types of fictional narratives are listed such as adventure, action, fairy tale, and romance stories. Templates are given for organizing a narrative including orientation, complication, and resolution sections. Students are then instructed to write their own narrative.
Parts of an Academic Paper.pptx
This powerpoint reviews parts of academic paper, such as the Title, Abstract, Introduction, Literature Review, Methodology, Findings, Discussion, and Conclusion
Introduction to Academic Writing.pptx
This document provides an overview of academic writing. It defines academic writing as the formal writing style used in colleges and universities that is expected of students and researchers. Some key characteristics are a formal tone, precise language, third-person point of view, research focus, logical organization, and inclusion of citations. The document also distinguishes between primary sources as original materials, secondary sources as analyses of primary sources, and tertiary sources as compilations of other sources. Finally, it outlines the essential steps of selecting a topic, researching, developing a thesis, outlining, writing drafts, revising, and proofreading.
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Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
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significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
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providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
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Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
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Feedback Pack Week 2.pptx
- 1. Exemplar analysis and learning from feedback Feedback Pack Week 2
- 2. Appreciating Feedback 1 3 4 2 Managing affect Making judgment Taking action Remember the four components of Feedback Literacy
- 3. What is evaluative judgment? The capability of appraising one's own works and others' We make judgment all the time, although maybe not academic, evaluative one, e.g. "kak, minta ulasannya dong" Which is easier; evaluating your own works or others'?
- 4. Why is evaluative judgment important? It's one of the skills that you should aim to get at university level It can always be developed, regardless our competence at our core subject It is also important to have a growth mindset (Carol Dweck)
- 5. How does one develop evaluative judgment? 1. Read and learn as you read 2. Grab the chance to review other people’s works 3. Exemplar analysis – analyzing previous works of peers PS: Teacher Tip – keep your students works as exemplars
- 7. 1. Why is the exemplar good/average/poor? Exemplar analysis See the Exemplar Analysis link in Bella 1 5 3 2 4 Form a group of 3 Share your answers to the class Click the link in Bella Grade the LitRev exemplar according to the rubric and give the corresponding comments Read the exemplar for your group 2. What strategies are used by the writer of the good exemplar? 3. How can the poor exemplar be improved?
- 8. Appreciating Feedback 1 3 4 2 Managing affect Making judgment Taking action Now let's move on to...
- 9. Have you received feedback that you don't particularly like? Write some examples down here Negative tone? Unclear? 1 Copy a sticky note and write your examples here (or simply add a text). Irrelevant?
- 10. Feedback as Learning Resources Very often, w e quickly dismissed feedback which we think are negative, unclear, or irrelevant However, every feedback has its ow n value if w e take a second look at it Try to think over w hat you can do when you receive the following types of feedback:
- 11. 1. The feedback only comes in the form of a grade (letters or numbers) w ithout any comment What would you do if ... Check the rubric to see w here you are and how you can improve 1 2 Other ideas?
- 12. 2. You think the feedback is irrelevant (e.g. asking for more details when you think that you have given enough details) What would you do if ... people see things from different perspective. What seems clear to us may not be clear for others. 1 2 Other ideas?
- 13. 3. You think the feedback is unclear (e.g. asking you to use more cohesive device and you don’t know what it is): What would you do if ... Check the internet for the unclear term or ask the feedback giver directly 1 2 Other ideas?
- 14. 4. You think the feedback is too general (e.g. “check your grammar”): What would you do if ... Run through your text with Grammarly or other online grammar checker tools. 1 2 Other ideas?
- 15. 1 Regard ALL feedback as valuable 2 3 Feedback from ANYONE is useful Be grateful for both positive and critical feedback 4 Don't wait for feedback; look for it In sum...
- 16. Thank you for participating! That's a wrap!