Using Think-Aloud Pair Problem Solving
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
Using Think-Aloud Pair Problem Solving
Using Think-Aloud Pair Problem Solving (TAPPS) collaborative groups of two will
identify common events or activities that might occur over a day and semester.
Using the supplied Appendix G: Daily Calendar, a notebook, spreadsheet, word
processor, or other recording device, create a daily calendar noting by unit of time
(hourly, 30 minutes, 15 minutes) the activity you are performing. Maintain this
calendar for one week.
Figure 8.2. Sample calendar
At the end of one week, analyze the use of your time by identifying common activities
or tasks and the time spent on the tasks. Activities to consider should include “free
time” for family or social activities, classes, work, study, meals and preparation,
exercise, and chores. The intent of this week-long analysis is to create an organized
weeklong calendar or a planner that indicates your time spent on each activity.
Be sure to identify an adequate amount of “free time” while assuring that you put your
most mentally demanding tasks in time slots that best reflect your circadian rhythm of
sleep. Your planner should be a tool that accommodates your lifestyle.
Follow-up
Complete the week-long log sheet and work towards developing a week-long calendar
of organized time and potentially a daily planner. Evaluate the effectiveness of your
week-long calendar of organized time and daily planner after a week and make
adjustments.
What have you found out about your time use?
Do you see areas for improvement? Explain.
Whole Task Objectives Follow-up
How might establishing goals and objectives affect your personal development?
Toolbox Calendar of activities
References
Beswick, G., Rothblum, E. and Mann, L. (1988) Psychological antecedent of student
procrastination, Australian Psychologist, 23, 207-17.
Burka, Y. (1983, 2008.) Procrastination: Why You Do It, What To Do About It Now. New
York: Da Capo Lifelong Books.
Schraw, G., Wadkins, T., & Olafson, L. (2007.) Doing the things we do: A grounded
theory of academic procrastination [Electronic version.] Journal of Educational
Psychology, Vol. 99 (1), 12-25.
Strub, R. L. (1989.) Frontal lobe syndrome in a patient with bilateral globus pallidus,
lesions. Archives of Neurology 46, 1024-1027.
Procrastination, (2009, Jan. 31) In, Wikipedia, the free encyclopedia the free
encyclopedia. Retrieved Feb. 1, 2009, from
http://en.wikipedia.org/wiki/Procrastination
http://en.wikipedia.org/wiki/Procrastination
- Five Practices of Exemplary Leadership
Q&A
Address any issues from prior session.
9.1 Objective
Identify the five practices of exemplary leadership.
Whole Task Objectives
Understand the concept of goals and objectives.
Describe factors affecting your personal development.
Relevancy
According to Kouzes and Posner (2009) despite differences in people’s individual
stories, their personal-best leadership experiences revealed similar patterns of
behavior.
It’s hard to beat a person who never gives up. — Babe Ruth
Pretest
What leadership techniques have you used that you have found to be particularly
effective? Why?
Activity
The following is an extract from Kouzes and Posner (2009) website providing the basis
for their model of leadership and parallel the Leadership Practices Inventory (Brown
and Posner, 2001).
Model the Way
Leaders establish principles concerning the way people (constituents, peers,
colleagues, and customers alike) should be treated and the way goals should be
pursued. They create standards of excellence and then set an example for others to
follow. Because the prospect of complex change can overwhelm people and stifle
action, they set interim goals so that people can achieve small wins as they work
toward larger objectives. They unravel bureaucracy when it impedes action; they put
up signposts when people are unsure of where to go or how to get there; and they
create opportunities for victory.
Inspire a Shared Vision
Leaders passionately believe that they can make a difference. They envision the future,
creating an ideal and unique image of what the organization can become. Through
their magnetism and quiet persuasion, leaders enlist others in their dreams. They
breathe life into their visions and get people to see exciting possibilities for the future.
Challenge the Process
Leaders search for opportunities to change the status quo. They look for innovative
ways to improve the organization. In doing so, they experiment and take risks. And
because leaders know that risk taking involves mistakes and failures, they accept the
inevitable disappointments as learning opportunities.
Enable Others to Act
Leaders foster collaboration and build spirited teams. They actively involve others.
Leaders understand that mutual respect is what sustains extraordinary efforts; they
strive to create an atmosphere of trust and human dignity. They strengthen others,
making each person feel capable and powerful.
Encourage the Heart
Accomplishing extraordinary things in organizations is hard work. To keep hope and
determination alive, leaders recognize contributions that individuals make. In every
winning team, the members need to share in the rewards of their efforts, so leaders
celebrate accomplishments. They make people feel like heroes.
Kouzes and Posner (2003) further break down the five practices into the ten
commitments of exemplary leadership. Model the way by (1) Finding your voice
through clarifying personal values, and (2) setting the example by aligning actions
with shared values. Inspire a shared vision through (3) envisioning the future by
imagining exciting ennobling possibilities, and (4) enlisting others in a common vision
by appealing to shared values. Challenge the process through (5) searching for
opportunities by seeking innovative ways to change, grow and improve, and (6)
experimenting and taking risks by constantly generating small wins and learning from
mistakes. Enable others to act through (7) fostering collaboration by promoting
cooperative goals and building trust, and (8) strengthening others by sharing power
and discretion. Encourage the heart through (9) recognizing contributions by showing
appreciation for individual excellence, and (10) celebrating the values and victories by
creating a spirit of community.
Using Think-Aloud Pair Problem Solving (TAPPS) collaborative groups of two will
identify at least two themes that emerge from the five practices and their ten
commitments of exemplary leadership that you have experienced and indicate why
you found them so memorable.
Using Think-Aloud Pair Problem Solving (TAPPS) collaborative groups of two will
identify how the five practices and ten commitments compare to your prior learning
of leadership.
Follow-up
Describe how these five practices and their ten commitments of exemplary leadership
might impact your personal leadership style.
Whole Task Objectives Follow-up
How do the five practices relate to the concept of goals and objectives?
How do the five practices relate to your understanding of your personal development?
Toolbox Model the way Inspire a Shared Vision Challenge the process Enable others to act Encourage the heart
9.2 Objective
Explore the concept of goals and objectives.
Whole Task Objectives
Understand the concept of goals and objectives
Describe factors affecting your personal development.
Relevancy
There are a number of definitions for the term objective. We might start with a simple
definition of to be objective as adhering to a defined method in one’s thinking while
taking into account the desired information and minimizing personal preconceived
notions or bias. Thus, to be objective, we must formulate an objective that provides a
basis for accurately defining and examining the results of a particular event or activity.
Dream no small dreams for they have no power to move the hearts of men. — Goethe
Prior Learning
By example, you saw that Kouzes and Posner (2003) broke down their five practices
into the ten commitments of exemplary leadership.
o Model the way by (1) Finding your voice through clarifying personal values, and
(2) setting the example by aligning actions with shared values.
o Inspire a shared vision through (3) envisioning the future by imagining exciting
ennobling possibilities, and (4) enlisting others in a common vision by appealing
to shared values.
o Challenge the process through (5) searching for opportunities by seeking
innovative ways to change, grow and improve, and (6) experimenting and taking
risks by constantly generating small wins and learning from mistakes.
o Enable others to act through (7) fostering collaboration by promoting
cooperative goals and building trust, and (8) strengthening others by sharing
power and discretion.
o Encourage the heart through (9) recognizing contributions by showing
appreciation for individual excellence, and (10) celebrating the values and
victories by creating a spirit of community.
Notice that each of the five forms a goal that is satisfied when the associated
commitments are met. Can you define the commitments as objectives?
Pretest
How confident are you that you understand the concept of an objective? Rate your
confidence from 0 to 100, 0 being totally unconfident, and 100 being totally confident.
Activity
If we consider an objective as an element that assists in describing a goal, then there
emerge a number of discipline-dependent processes for constructing an objective.
From the educational discipline, the intent of the objective is to define the type and
extent of learning that will occur at the conclusion of instruction. One of the more
common methods for developing an objective is the ABCD approach. This approach is
broad enough to lend itself to other disciplines where a series of objectives are met in
order to complete a goal. Thus, in simplest terms, the objectives are the steps
necessary to meet the goal – in completing all of the objectives, we meet the goal.
The ABCD approach to developing objectives considers the Audience, Behavior,
Conditions, and Degree. The audience, or targeted learner, might be described, for
example, as “tenth grade algebra students.” The behavior is the verb describing the
action the audience will perform. The behavior should be as descriptive as possible
using verbs such as “compare, describe,” rather than vague terms such as “know,
appreciate.” The condition describes the situation under which the learner’s
performance is observed such as “given a computer with internet access … .” Finally,
the degree provides the standard by which the learner’s performance is judged. The
degree might be specified, for example, as “within 1 inch” or “within ten minutes.”
Thus, a sample objective might appear “Given a geographical map of the United States
of America, the third grade student will locate all six New England states.” The
audience is the “third grade student.” The behavior is “locate.” The condition is “given
a geographical map of the United States of America.” The degree is “all six New
England States.”
The same method might used, for example, to address a project task whereby we
might state “The writer will complete the ten page PDF file grant introduction
document by January 30. The audience is the “writer”. The behavior is “complete”.
The condition is “ten page PDF file”. And, the degree is “by January 30”.
Identify, as best as possible, the ABCD elements of the Kouzes and Posner leadership
model. “Model the way by (1) finding your voice by clarifying personal values, and (2)
setting the example by aligning actions with shared values. Inspire a shared vision
through (3) envisioning the future by imagining exciting ennobling possibilities, and
(4) enlisting others in a common vision by appealing to shared values. Challenge the
process through (5) searching for opportunities by seeking innovative ways to change,
grow and improve, and (6) experimenting and taking risks by constantly generating
small wins and learning from mistakes. Enable others to act through (7) fostering
collaboration by promoting cooperative goals and building trust, and (8)
strengthening others by sharing power and discretion. Encourage the heart through
(9) recognizing contributions by showing appreciation for individual excellence, and
(10) celebrating the values and victories by creating a spirit of community”.
Note that this activity is a good concrete and abstract thinking exercise. As such, it
may require additional time as learning will require focus and critical thinking to
assure the ABCDs are identified in a workable form.
Using Think-Aloud Pair Problem Solving
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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