Theory of Symbolic Interactionism Assignment
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
Theory of Symbolic Interactionism Assignment
https://library.ashford.edu/ezproxy.aspx?url=http%3A//search.ebscohost.com/login.aspx?direct=true%2526AuthType=ip,cpid%2526custid=s8856897%2526db=eric%2526AN=ED511369%2526site=ehost-live This article presents a method for teaching the theory of symbolic interactionism in a high-school course and clearly explains its foundational principles.
Based on your developed knowledge about learning theory, this week you will be developing the âbonesâ for your final paper/presentation. Thus, you are organizing the information you will apply and fully develop next week, as well as, confirm your understanding of each area of content to be included.
you will be designing a training module proposal (not a full training module). The title of this training module is âThe Importance of Understanding Your Learnersâ Needsâ. Essentially, you will be proposing the information you would include for assisting managers gain knowledge in how to meet the learning needs of their departmental employees.
Required elements:
Explain Behaviorism, Cognitivism, Constructivism, and Humanism as applied to learning.
List and briefly (two or three sentences) describe seven perspectives/principles that you have learned about that you think would be important to teach managers so they can better understand their employeesâ learning needs. These perspectives (principles) will be aligned with Behaviorism, Cognitivism, Constructivism, or Humanism.
Examples include:
From Behaviorism (associationistic models of learning)
Associative Learning , Classical Conditioning , Operant Conditioning, Conditioning, Extinction, and Ratio/Interval Schedules
From Cognition (the cognitive science of information processing representations of learning).
Schema Theory, dialectical processing, Problem-Based Learning, memory development, categorization, Elaboration theory (i.e. Bloomâs Taxonomy), spiral curriculum, memory development, and coding.
From Constructivism (conceptions of knowledge are derived from the process of constructing individual interpretations of oneâs experiences)
Cognitive Constructivism, Social Constructivism, Situated Cognition, Social Learning Theory, Zone of Proximal Development, and Discovery Learning
From Humanism
Motivational theories of learning (i.e. Self-determination Theory, Maslowâs hierarchy of Needs), Emotional Intelligence development, Multiple Intelligences, Experiential Learning , and Steiner pedagogy or Waldorf education.
List and briefly explain seven strategies that could be applied in training based on the areas we have learned about the past weeks that you think would be the most successful based on the learning group.
Explain how each strategy would help ensure learning is taking place.
Examples include:
From Behaviorism (associationistic models of learning)
Rewards and Punishments
From Cognition (the cognitive science of information processing representations of learning)
Practice, scaffolding of the content, repetition of curriculum/content, and application of Bloomâs Taxonomy
From Constructivism (conceptions of knowledge are derived from the process of constructing individual interpretations of oneâs experiences)
Scaffolding by the instructor, interactive learning as seen in role-playing, discussions, and discovery activities
From Humanism
Meeting individual needs, activities that encourage belonging, autonomy, and competence, metacognitive activities, and alignment of learning to personal experiences.
Apply your research skills to this content by synthesizing supporting evidence from at least three scholarly sources from the Ashford University Library that defend these strategies as the best options for your training. View this great tutorial provided by the Ashford University Library which will show you how to find scholarly articles and how to assess the scholarly quality of the resource.
http://people.uncw.edu/huberr/constructivism.pdf
Burbank, P. M., & Martins, D. C. (2010). Symbolic interactionism and critical perspective: divergent or synergistic? Nursing Philosophy, 11(1), 25-41. doi: 10.1111/j.1466-769X.2009.00421.x
This article describes how the fundamental philosophies of symbolic interactionism and critical perspective though different, are not necessarily opposing.
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. GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
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