Can you answer this question ?
Thisassignment is a compilation of the revised assignments you have developed throughout this course, along with your final reflection. You must revise your previous work from Weeks 3, 5, and 7 to reflect the feedback provided by your instructor. You final paper should include a new introduction and conclusion and reflection components related to each assignment you completed.
Final Reflection
Apply reflective practice to describe your experience writing papers for this course.
Analyze your use of the Writing Center resources.
Analyze your use of feedback from Smarthinking and SafeAssign.
Analyze how you applied feedback from your instructor for the Week 3, 5, and 7 assignments.
Explain how the drafting and revision experiences differedfor the Week 3, 5, and 7 assignments.
Compare your comfort with and ability to identify and search scholarly journals relevant to your specialization before and after this course.
Describe how this course helped you to synthesize information gathered in a review of scholarly literature, apply principles of critical thinking to analyze scholarly articles, and communicate in a scholarly, professionalwriting tone, using current APA style.
Describe any other relevant learning experience during this course.
Conclusion
Summarize how the elements of this final assignment have influenced your thinking about your goals.
Professional growth.
Future courses.
Strategies for program success.
Running head: REFLECTIVE PRACTICE AND CAREER GOALS 1
REFLECTIVE PRACTICE AND CAREER GOALS 3
Reflective Practice and Career Goals
Michael Whitener
Reflective Practice and Career Goals
As a graduate student, having great ambitions and aspirations on being a professional reading and literacy expert, I hold much importance to reflecting on major opportunities that would enhance my successful fulfillment of these issues. Consequently, reflecting on strengths, purpose, and beliefs is what I regard highly as these would serve as my support foundation towards the probable challenges. As it is known to many, both professional and educational environments are filled with hindrances and anybody aspiring to go through this path has to face them. Therefore, in efforts to outdo these challenges, I will conduct sufficient reflection about my career objectives, professional purposes, professional attributes and outcomes, and developmental resources and techniques. I hope to fulfill my professional aspirations by sufficiently outlining what is expected of me and my responsibilities.
Professional Purpose and Career Goals
From a professional perspective, every individual is mandated to define their purpose even before formulating their career objectives. For me, I feel that well-outlined professional purposes and career objectives help enhance educational and career focus in more demanding circumstances and situations. It is within my knowledge that defining my professional purpose does not entail describing my attributes but rather discovering and developing future purpose in terms of professionalism (Lampe et al., 2020). For me, my major professional purpose to use skills and knowledge in motivating and inspiring others as far as reading and literacy are concerned. I would want to aid others achieve their full potentials. My career goal is to become a professional reading and literacy expert. In this career, many expectations lie in initiating pieces of training, defining the subject matter, and designing technical writing. This would be complemented with contemporary development and learning theories like the recently adopted eLearning which from my perspective is not all about copying and pasting from sources. This aspect is one of my motivating field towards pursuing this profession.
In my career endeavors, I have discovered that my theological educational backgrounds have no significance in terms of teaching and preparing me for the development of my career goals specifically. I quickly discovered that developing career and purposes entailed a bunch of developmental factors ranging from classwork to field practice. This motivated me to pursue a Masters in Reading and Literacy is one of the best local university. Consequently, I still wish to develop within the institution and acquire my doctorate in the same career field. In a few years, I would like to have acquired adequate career skills and be incorporated into a team of professional managers of learning programs. I would love to get largely involved in initiatives and programs as this is what I regard as my passion and purpose.
Professional Attributes and Professional Growth
As a new graduate and a continuing student, I need to build find and develop relevant values that my future employer would be seeking in me. I am aware that my field of profession is filled with competition and I will want to hone certain employability skills. From my perspective, I will be seeking to have transferable skills as well as strong command skills upon completing my professional career pursuit. This would go extents of describing my effective behaviors and expected characteristics. First, I exhibit both good mental and physical ableness, adequate auditory, and visual acuity as well as sufficient motor energy. Secondly, I take much pride in my presentation and appearance. This implies that I am capable of expressing my strong leadership qualities, sticking to detailed schedules, and handling complex responsibilities as far as my profession is concerned. My opportunities for growth would be drawn from volunteering and professional developmental pieces of training.
Additionally, research conducted by McIlveen & Patton, (2010), points out that an educator needs to be a lifelong learner for three main reasons. First, this attribute helps in conquering challenges where the lifelong learning mentality helps in treating challenges and mistakes as part of the learning process rather than failures. Secondly, this aspect would help in being innovative in improving learning outcomes through collaborative and creative teaching methods. Lastly, lifelong learning educators act as role models for their students by setting examples to students by practicing what they teach. Moreover, I would consider certain organizations, activities, and resources that are relevant to professional development and strengthening skills. For instance, I would consider psychological institutions like APA to instill developmental trust. The most vital resource and activity that I strongly believe will strengthen my skill is coaching and training that reignites and compliments the previous knowledge.
I have to admit that being a student pursuing a Ph.D. is important to me. One aspect that I will have to manage and balance effectively is time. I also understand that the doctorate program entails a long duration of research, and this implies that time management would either improve or fix skills in this profession. Time management will also help in balancing studies and other life aspects. The first strategy that I would employ is maintaining focus on the research program as a way of identifying my priorities and mapping my ways to them. This is an exercise that I find useful in producing long-term plans and plotting them out during the entire duration (Adair, 2009). My second strategy would be involving teams. In this regard, I would seek to find early peer reviews for any revisions and delegate research responsibilities and divide them among the team members so that no external distractions would exist in the environment.
Conclusion
I can summarize that having the right sense of purpose in my life has essentially served my well-being. It is also understandable that one has to continuously search and discover purpose sense in careers as circumstances change. Additionally, it is important to keep my time busy working my life impacting activities as opposed to merely gaining money. By having a sense of professional purpose, I develop a feeling of being innovative, committed, and passionate about serving my community any organization that may be interested in my services. Above all, my ability to identify my professional attributes, growth enablers, and efficient time management strategies, have motivated my urge of pursuing reading and literacy as a career profession.
References
Adair, J. (2009). Effective time management: How to save time and spend it wisely. Pan Macmillan.
Lampe, A., Jewell, V. D., Dunn, R., Lawson, T., Stewart, E., & Linhart, J. (2020). Career Goals and Student Perceptions of a Post-Professional Occupational Therapy Doctoral Experiential Component. Journal of Occupational Therapy Education, 4(2), 11.
McIlveen, P., & Patton, W. (2010). My career chapter as a tool for reflective practice. International Journal for Educational and Vocational Guidance, 10(3), 147-160. Running head: HOW TO HELP STUDENTS LEARN BETTER
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How to Help Students learn Better
6
How to Help Students learn Better: Literature Review
Michael Whitener
How to Help Students learn Better: Literature Review
Introduction
Teachers/tutors are tasked with making sure that they impact the lives of students with information and knowledge that will help them have a bright future. Realistically speaking, they are responsible for shaping the academic life of an individual and their character. The academic potential can give that individual a brighter future than the one who has no academic background. Besides the academic life of an individual, the persons attributes acquired from those who shape his or her life play a very significant role in the academic prosperity of an individual and his or her ability to succeed after schooling. Thus, this paper will focus on how teachers can help students learn in a better way in the classroom.
Overview of the Topic
At school, the majority of the learning exercise takes place in the classroom. Because of this, the learning experience given to the students by their teachers needs to be enhanced so they can quickly acquire knowledge. With a poor learning environment in the classroom, students are likely to fail to grasp the content being taught to them by their tutors. With an enhanced learning experience in the classroom, the teachers can create a lively learning environment that accommodates active learning. An extensive research has shown that active learning strategies are generally more effective than traditional lecture for promoting a wide range of desirable educational outcomes (Tharayil et al., 2018). Because of this factor, creating an active learning experience in the classroom enables a teacher to exercise his or her teaching exercise effectively.
Topic Relation to Specialization
In the education sector, all parties involved in the delivery of education must understand every means that they can make the learning process of the learners successful. That means that all the parties involved in teaching should focus on better ways to apply to make the learning experience better for the learner. The topic chosen for this study creates room for a clearer understanding of how the learning process in the classroom can be enhanced to make the learning experience successful and yield the desired results that every teacher expects from his or her students.
Literature Review
The articles that will be reviewed in this section focus on how the learning experience in the classroom can be improved. In other words, they have addressed the key issues that teachers need to do to help the students learn better in the classroom. To begin, there is a critical need that students get the best exposure from their teachers. This will give them the best experience that is needed to make their learning enjoyable and active. Thus, the first place to begin is the creation of a serene environment in the classroom. Like mentioned earlier, the learning environment has an impact on the learning of the students. Thus, for the teacher to have the capacity to create the best learning experience for his or her students, he or she has to create a warm classroom that is well decorated. This can be done by organizing the classroom and arranging it so that the students will feel alive in it as they study (Bucholz & Sheffler, 2009). In many cases, this is often done at the beginning of the year.
Instructors should take upon changing their teaching approach so they can be able to create a good learning experience for their students. This can be done by creating an active learning experience that can help make their students learn effectively. Tharayil et al. (2018) suggest that the fear of the resistance that the students might have towards active learning is what makes teachers get reluctant to change their teaching techniques. Thus, teachers need to figure out o how they can turn around their learning techniques to adequately accommodate the learning experience of their students without the worry that they will be resistant to the approach they might choose to apply.
The other technique that can be applied y instructors is through aiming higher on teaching more than facts to their students. Students can memorize and then answer fact-based questions without understanding why facts are important or how they connect (Dolan & Collins, 2015). There is more to learning than the teaching of facts that students should memorize. A good example is that a biology instructor should teach more than the fact to his or her students so that they can be in an excellent position to learn as they should. The teacher can employ more attractive techniques, like taking his or her students to the museum or for nature, walks, and teach them more based on the active learning technique that has been applied. This will help the students grasp more. The other things that teachers can do are bringing specimens, maps, and other learning materials that are not part of the classroom setup. This will help the students learn and grasp more than they can with curriculum-based material.
In support of Dolans and Collins ideology, An article by Allison Paolini also suggests the need for instructors to challenge the course curricula that they offer. It emphasizes the call for encouraging high order thinking skills among the students (Paolin, 2015). In the article, it has been suggested that students get help to develop more critical thinking through the use of effective teaching practices. The reality is that sticking to the syllabus is not likely to go to help students develop this kind of skill. However, when other techniques beyond the curriculum-based techniques are applied in the teaching exercise, they are more likely to develop this kind of skill.
In another article, Charlevoix has discussed the technique that can help the instructor help the students learn more when they are taking a scientific study. In the article, it is pointed out that there are some questions that the teacher should ask himself or herself while analyzing a scientific study so that he or she can be able to teach the students effectively. Some of the questions that teachers should ask themselves include: Has this type of study been conducted before? How will the assessment be done? (Charlevoix, 2008) With this mind, many other questions in mind, the instructor can help the students to answer this kind of question as they study. This will help them develop a critical thinking patter.
Conclusion
Learning is essential to the life of an individual. As mentioned in this paper, the majority of the learning exercise occurs in the classroom. The best way that a student can effectively learn is through learning in a pleasant environment. Instructors have an essential role to play in the lives of their students. This is because they are tasked with the responsibility of impacting their lives with knowledge. Various techniques in teaching and coaching can be applied to improve the classroom experience. A good example is applications of the active learning technique by the instructors.
References
Bucholz,J.L., & Sheffler,J.L. (2009). Creating a Warm and Inclusive Classroom Environment: Planning for All Children to Feel Welcome.Electronic Journal for Inclusive Education,2(4).
Charlevoix,D.J. (2008). Improving Teaching and Learning through Classroom Research.AMERICAN METEOROLOGICAL SOCIETY.https://doi.org/10.1 175/2008BAMS2162.1
Dolan,E.L., & Collins,J.P. (2015). We must teach more effectively: Here are four ways to get started.Molecular Biology of the Cell,26(12), 2151-2155.https://doi.org/10.1091/mbc.e13-11-0675
Paolini,A. (2015). Enhancing Teaching Effectiveness and Student Learning Outcomes.The Journal of Effective Teaching,15(1), 20-33.
Tharayi,S., Borrego,M., Prince,M., Nguyen,K.A., Shekhar,P., Finelli,C., & Waters,C. (2018). Strategies to mitigate student resistance to active learning.International Journal of STEM Education.https://doi.org/10.1186/s40594-018-0102-y Running head: ETHICAL BEHAVIOR, DIVERSITY, CIVIL DISCOURSE
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ETHICAL BEHAVIOR, DIVERSITY, CIVIL DISCOURSE
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Ethical Behavior, Diversity, Civil Discourse, and Reading and Literacy
Michael Whitener
Introduction
Ethical behavior, diversity, and civil discourse refers to the personal behavior which is depicted to be objectively, legally and morally right to the whole community in accordance with the ethical standards, and on the other hand reading and literacy refers to persons capability to read, write, speak fluently and solve problems at different levels (Rosa & Ten Elshof, 2019 and Crosby, 2018).
Overview of Issues
Some of the literature issues related with ethical behavior includes the importance of ethics and human dignity in the field of education. The significance of ethics in education is paramount since Educational personnel around the globe are dealing with recent and strange challenges such as rationalizing regional, nationwide, and worldwide practices as well as ethics and other positive virtues when disseminating knowledge to learners. According to Crosby (2018), educators must make sure that aspects of multiculturalism are embraced in all spheres of educational phases, this practice will enhance Educators and learners intercultural relations and appreciating individual ideas with respect.
Diversity Issue Related to Specialization
Diversity relates to reading and literacy in the fact that as an Educator you will be required to work with different people who have different cultural diversities and this will be a necessary tool for you as an Educator to enable you to interact promptly.
Ethical Behavior Issue Related to Specialization
Human dignity in the profession of an Educator is also a necessary education behavioral ethic (Batool & Mahmood, 2016 and Netten et al., 2016). Educators crucial role at this point together parents or guardians is to help learners develop and achieve their moral and ethical potentialities.
Civil Discourse Issue Related to Specialization
Understanding human dignity and civil discourse in reading and literacy will have a positive implication to area of specialization as it is able to inculcate better virtues and soft skills such being courteous, polite, being well-mannered among others . The main virtues of civil discourse are: empathy, respect, and civility, being open to optional points of views, this will enhance the ability to interact positively with a diverse groups, and critical analysis (Tomoriov, 2016).
Conclusion
In reading and literacy, ethics, civil discourse and diversity are very important constructs for an Educator. Combining civil discourse, ethics, and diversity with human dignity and the importance of ethical behavior in reading and literacy will enhance a positive interaction when engaging different groups of individuals with different cultural background as well as diversities in the field.
Reference
Crosby, K. D. (2018). Fostering Civil Discourse within the Democratic Classroom. AILACTE Journal, 15(1), 1-14.
Rosa, E., & Ten Elshof, G. (2019). Virtue and Voice: Habits of Mind for a Return to Civil Discourse. ACU Press.
Tomoriov, F. (2016). Information ethics in the context of information Literacy. ProInflow, 8(2).
Batool, S. H., & Mahmood, K. (2016). Teachers conceptions about information literacy skills of school children. Pakistan Journal of Information Management and Libraries, 13.
Netten, A., Luyten, H., Droop, M., & Verhoeven, L. (2016). Role of linguistic and sociocultural diversity in reading literacy achievement: a multilevel approach. Journal of research in reading, 39(2), 189-208. Running head: FINAL REFLECTIONS 1
FINAL REFLECTIONS 5
Final Reflection and Feedback Assessment
Learner Name
EDD8000
Name of Course
Telephone:
E-mail:
Instructor:
Final Reflection and Feedback Assessment
Reflective Practice and Career Goals
Professional Purpose and Career Goals
Professional Attributes and Professional Growth
Career Center
Time Management Strategies
Topic Selection and Literature Review
Overview of Topic
Topic Relation to Specialization
Review of the Literature
Synthesis of the Literature Reviewed
Ethical Behavior, Diversity, and Civil Discourse
Overview of Focus on Ethical Behavior, Diversity, and Civil Discourse
Diversity Issue Related to Specialization.
Ethical Behavior Issue Related to Specialization.
Civil Discourse Issue Related to Specialization
Review of the Literature
Synthesis of the Literature Reviewed
Final Reflection
Conclusion
References
Change Matrix Week 3 Assignment
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Instructor Feedback
Learner Response to Feedback
Change Matrix Week 5 Assignment
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Instructor Feedback
Learner Response to Feedback
Change Matrix Week 7 Assignment
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Instructor Feedback
Learner Response to Feedback
