Understand the purpose of measurement and obtaining measures
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
- Reading Comprehension
Q&A
Address any issues from prior session.
5.1 Objective
Apply and test methods to increase reading comprehension.
Whole Task Objectives
Understand the purpose of measurement and obtaining measures
Apply and test methods to increase reading comprehension and learning.
Pretest
Did you try SQ3R? What was your overall impression? What was good about it? What
was not so good?
What is your current reading rate?
Relevancy
Practice makes perfect. Perhaps, but practice makes for greater proficiency. Delving a
little deeper into SQ3R might lead to some personal revelations about using this tool.
If we encounter a man of rare intellect, we should ask him what books he reads. — Ralph Waldo Emerson
Prior Learning
Review the SQ3R acronym describing the five steps of the strategy: Survey (or Skim),
Question, Read, Recite (or Recall) and Review (“SQ3R.” 2009; “The SQ3R Method.”
n.d.; “The SQ3R Reading Method.” n.d.).
- Survey or Skim for about two minutes. Before reading the entire chapter, read the
title, objectives, section headings, section subheadings, introduction or abstract,
and summary.
- Question for about 30 seconds. What is the question that this chapter is asking?
What questions are the sections asking? Translate each section heading into a
question.
- Read at a pace that is appropriate for the complexity of the information. Read
only a section at a time and as you read each section attempt to answer the
associated question.
- Recite or Recall for about one minute. Using your own words verbalize orally or
in a written form a phrase that answers the questions and summarizes the topic
of each section. If you can be conversational about the topic, you probably have
a reasonable understanding of it. Thus, it is important that you use your own
words when completing this step.
- Review for less than five minutes. Immediately after your complete step 4,
attempt to recall all of the major points you have produced for the chapter
sections. If you are unable to recall a major point, reread that section. On the
following days, page through the text and your notes to reacquaint yourself with
the important points. Make flashcards or other tools to assist yourself in learning
the information.
Activity
In preparation for next class, spend about five minutes reading Zaccaro’s Trait-based
perspectives of leadership using SQ3R.
How much of the SQ3R process were you able to complete?
Using Think-Aloud Pair Problem Solving (TAPPS) collaborative groups of two will
relate the five steps of SQ3R to the reading. Given the approximately five minutes you
applied SQ3R, what were you able to accomplish and what did you learn about
applying the SQ3R process to a complex reading?
Follow-up
Has the amount of time you spend reading for comprehension increased or
decreased? Explain.
Whole Task Objectives Follow-up
Describe how applying reading comprehension tools, such as SQ3R, can have an
impact on your reading comprehension and learning?
Toolbox SQ3R
5.2 Objective
Describe how to link reading, comprehension, and classroom success.
Whole Task Objectives
Understand the purpose of measurement and obtaining measures.
Apply and test methods to increase reading comprehension and learning.
Relevancy
Recall that reading comprehension was affected by vocabulary knowledge and good
reading strategies. Pressley (2001) points to the well established correlation that good
comprehenders tend to have good vocabularies but there is also viable research
showing that teaching vocabulary will increase readers’ comprehension.
It is a miracle that curiosity survives formal education. –Albert Einstein
Activity
Increases in reading comprehension can be found in effective reading strategies, such
as SQ3R or Survey (or Skim), Question, Read, Recite (or Recall) and Review. Recall that
identifying how you are allocating your time and then performing an optimizing
process to better address your time needs can be an effective method for reducing
stress, improving time management, and setting and fulfilling classroom goals.
Identify or propose some personal methods for improving you classroom success as it
relates to your reading. For example, allocating a certain amount of time in your daily
schedule might be a useful technique. What are some others that might work for you?
Using Think-Aloud Pair Problem Solving (TAPPS) collaborative groups of two will
identify a technique that will make using reading strategies, such as SQ3R, more
effective.
Follow-up
What is/are your techniques for improving classroom success?
In preparation for next class complete the reading of Zaccaro’s Trait-based
perspectives of leadership using SQ3R.
Whole Task Objectives Follow-up
Describe how linking reading, comprehension, and classroom success can have an
impact on your reading comprehension and learning?
Toolbox Personal efficiency method
References
Pressley, M. (2001). Comprehension instruction: What makes sense now, what might
make sense soon. Reading Online, 5(2). Retrieved Feb 10, 2009 from
http://www.readingonline.org/articles/handbook/pressley/index.html
SQ3R. (2009, January 4). In Wikipedia, The Free Encyclopedia. Retrieved 18:30,
February 11, 2009, from http://en.wikipedia.org/w/index.php?
title=SQ3R&oldid=261900004
The SQ3R Method. (n.d.). Retrieved February 11, 2009, from
http://www.ic.arizona.edu/ic/wrightr/other/sq3r.html
The SQ3R Reading Method. (n.d.). In Study Guides and Strategies. Retrieved February
11, 2009 from http://www.studygs.net/texred2.htm
http://www.studygs.net/texred2.htm
http://www.ic.arizona.edu/ic/wrightr/other/sq3r.html
http://en.wikipedia.org/w/index.php?title=SQ3R&oldid=261900004
http://en.wikipedia.org/w/index.php?title=SQ3R&oldid=261900004
http://www.readingonline.org/articles/handbook/pressley/index.html
- Trait-based Leadership
Q&A
Address any issues from prior session.
6.1 Objective
Describe trait-based perspectives of leadership.
Whole Task Objectives
Understand the purpose of measurement and obtaining measures.
Apply and test methods to increase reading comprehension and learning.
Relevancy
Trait-based theory is an early leadership concept that describes the types of behavior
and personality characteristics associated with effective leadership. The concept of
leader traits and attributes predates the rigor of modern scientific study of leadership
reaching back into thousands of years into antiquity.
The day soldiers stop bringing you their problems is the day you have stopped leading them. They have either lost confidence that you can help them or concluded that you do not care. Either case is a failure of leadership. –Colin Powell
Prior Learning
Recall that the process for reading research can be made more time efficient and
understandable by not immediately reading the article from beginning to end, but by
first going through a more selective and therefore briefer reading process. . When we
have many articles to review or time is a limitation, this briefer process allows us to
better grasp the whole of the article without necessarily reading every word or
understanding all of the complex statistics and charting that might be involved. Apply
the SQ3R technique for a comprehensive understanding of an article.
o Begin by reading the title.
o Read the abstract.
o Scan the introduction to identify the questions being asked or the hypotheses
being tested.
o Read the conclusion to determine how the questions were answered.
o In a research study, scan the methods section to determine how the experiment
was conducted.
o In a research study scan the discussion to obtain a more detailed account of how
the questions were answered. In a shorter study the discussion and conclusion
may be blended into a single section.
o Read the entire article.
Pretest
What is your definition of leadership?
Do you think leaders are born with inherent leadership traits? Explain.
Activity
Zaccaro, Kemp, and Bader (2004) state that “leader traits are relatively stable and
coherent integrations of personal characteristics that foster a consistent pattern of
leadership performance across a variety of group and organizational situations. These
characteristics reflect a range of stable individual differences, including personality,
temperament, motives, cognitive abilities, skills, and expertise”. Further, effective
leadership focuses on “influencing others by establishing a direction for collective
effort and managing, shaping, and developing the collective activities in accordance
with this direction”.
Yet, Zaccaro (2007) argues that despite its long history, a consensus about the role of
leader traits, mechanisms of influence and role of situation has remained somewhat
indefinable. Instead, efforts should be directed towards combinations of traits and
attributes, integrated in conceptually meaningful ways, rather than additive or
independent contributions of several single traits that are intended to predict
leadership. These dominant leader trait patterns reflect a stable tendency to lead in
different ways across disparate organizational domains. Zaccaro (2007) professes a
multistage model that specifies leader traits as having distal or proximal influences on
leadership performance that are influenced by situation.
Using Think-Aloud Pair Problem Solving (TAPPS) collaborative groups of two will
identify and define key points of the article and respond to the following.
With consideration to the article, Trait-based perspectives of leadership, briefly
summarize the author’s five arguments …
definition of leadership …
the Model of Leader Attributes and Leader Performance …
and desired directions for future research.
View selected scenes from Shoes of the Fisherman and attempt to identify character
elements that correspond to attributes within Zaccaro’s Model of Leader Attributes
and Leader Performance. Refer to scenes Elevated to Cardinal (3:27), Moral Tightrope
(3:41), High and Low (4:54), Gains and Losses (3:32), and Papal Pledge (6:32) to aid in
the development of data for Zaccaro’s Model of Leader Attributes and Leader
Performance.
If time permits and using Think-Aloud Pair Problem Solving (TAPPS) collaborative
groups of two will identify and relate a characteristic of that leader to a point of
discussion in the article.
Follow-up
Understand the purpose of measurement and obtaining measures
Using a character in the Shoes of the Fisherman, relate a characteristic of that leader to
a point of discussion in the article, Trait-based perspectives of leadership. Comment
in 200 to 400 words. Understand the purpose of measurement and obtaining measures
Whole Task Objectives Follow-up
Understand the purpose of measurement and obtaining measures
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
CLICK ON THE LINK HERE: https://www.perfectacademic.com/orders/ordernow
Also, you can place the order at www.collegepaper.us/orders/ordernow / www.phdwriters.us/orders/ordernow
Do You Have Any Other Essay/Assignment/Class Project/Homework Related to this? Click Here Now [CLICK ME]and Have It Done by Our PhD Qualified Writers!! Understand the purpose of measurement and obtaining measures