Order ID |
53563633773 |
Type |
Essay |
Writer Level |
Masters |
Style |
APA |
Sources/References |
4 |
Perfect Number of Pages to Order |
5-10 Pages |
Description/Paper Instructions
Mon 10/25 Banking vs Problem posing
Cucinelli, G., & Steinberg, S. (Apr 30, 2012).Paulo Freire Documentary Seeing Through Paulo’s Glasses: Political Clarity, Courage and Humility (Links to an external site.). A 16:22 min video documentary from the Freire Project.
Freire, Paulo. 2014 [1970]. Selections from Pedagogy of the oppressed: 30th Anniversary Edition. NY: Bloomsbury Academic. [You can access the whole book here through the UW library (Links to an external site.).] Preface (pp 35-40) and chapter 2 (pp 71-86)
(May 13, 2020). Schooled for democracy (Links to an external site.). Scene on Radio, from the Center for Documentary Studies.
Life Hack:
Smith, Stephen (Sep 19, 2019). Ditching the lecture for active learning (Links to an external site.). American Radio Works documentary from American Public Media. A 19 min podcast documentary about shifting from lectures to active learning.
Wed 10/27 Citizenship Schools & Highlander
Phenix, Lucy Massie and Selver, Veronica (1985). You Got to Move: Stories of Freedom in the South (Links to an external site.). Feature film available via the UW libraries.
Life Hack:
(July 2, 2018). The Edge Effect (Links to an external site.). Hidden Brain from NPR. A 38 min podcast about the innovative value of working with others who are different from us.
—
To do well in this assignment, first do the listening, viewing and reading. Use note taking strategies for identifying interesting and/or useful claims the sources make. Next, sit down and sketch out an outline for how you will write your paper. Your paper should have the following elements:
This week you will design a workshop session that builds citizenship skills. There are two parts to this:
First, read and watch Freire and get to know the argument that he is making about education and power. Then, listen to Schooled for democracy, Ditching the lecture for active learning (Links to an external site.), and The Edge Effect (Links to an external site.) and watch the film, You Got to Move: Stories of Freedom in the South (Links to an external site.). How does Highlander run their workshops and retreats? What are the tools from the other materials on how we learn? Here are some things to take notes on when watching and listening:
What are the stated desired outcomes? What are the organizers/educators trying to accomplish?
What are the practices that they engage? What do they say and do? How does education actually happen?
Second, identify one citizenship skill that you think is important that we practice. What would success look like for you in this goal (i.e., outcomes)? Then match the tools from Freire, the Life Hack materials, and Highlander to that desired outcome to design a workshop session that helps to get us there. What can we actually do together that will help us accomplish that goal (i.e., practices)?
When it comes time to write, structure your writing into two parts:
A lesson plan/workshop outline with a title, learning goals (outcomes) and activities (practices). Keep this to one page (single spaced).
An explanation of what you drew on in making your planning decisions. What parts of what materials did you draw on in identifying your outcomes and practices? Why did you make the choices you did based on your learning? One paragraph per claim, please, with a nice logical paragraph structure (claim, evidence, link). Keep this to one page, please (double spaced).
RUBRIC
QUALITY OF RESPONSE |
NO RESPONSE |
POOR / UNSATISFACTORY |
SATISFACTORY |
GOOD |
EXCELLENT |
Content (worth a maximum of 50% of the total points) |
Zero points: Student failed to submit the final paper. |
20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. |
30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. |
40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. |
50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. |
Use of Sources (worth a maximum of 20% of the total points). |
Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. |
5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. |
10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. |
15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. |
20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. |
Grammar (worth maximum of 20% of total points) |
Zero points: Student failed to submit the final paper. |
5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors |
10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors |
15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. |
20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. |
Structure of the Paper (worth 10% of total points) |
Zero points: Student failed to submit the final paper. |
3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. |
5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper |
7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. |
10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. |
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