Assignment 1 Final Thoughts And Questions By Saturday, Augus

Assignment 1 Final Thoughts And Questionsbysaturday August 16 2014

Assignment 1: Final Thoughts and Questions By Saturday, August 16, 2014, post to the Discussion Area some comments on your experiences in the class. Also post any question you have about your final paper or about the class in general. Moving forward to your next courses, what skills have you learned in this class that will be the most valuable to you in your upcoming classes? What guidance would you offer future students who take this class? Do you have any final questions for your instructor or classmates?

By the end of the module, respond to at least two of your classmates' comments. Your replies to classmates should offer guidance or an answer to the questions asked, including possible resources that can help resolve specific difficulties. Each discussion question response for this module should be at least one-half, double-spaced page in length. Your responses to your peers' writing should be a good paragraph in length and should include specifics from the text where possible. Before you begin to write your discussion answers, think about the points made in the lecture regarding answering discussion questions.

All of your answers must be in complete sentence form, and you should avoid plagiarism at all costs by citing the readings correctly and composing your own original responses. Responses that copy ideas from the Internet or from another student will be considered plagiarism and will be treated as such.

Paper For Above instruction

The conclusion of an academic course often involves reflecting on one's experiences and preparing for future academic endeavors. In the context of this discussion, students are prompted to share their personal insights gained from the class, offer advice to subsequent students, and clarify any lingering questions related to their coursework or the instructor. Engaging in such reflective practices encourages deeper learning and strengthens critical thinking skills, which are essential for academic success. Furthermore, responding to peers fosters a collaborative learning environment, where students can exchange resources, support, and diverse perspectives. As learners articulate their understanding and seek guidance, they develop essential skills such as effective communication, critical evaluation, and respectful dialogue, all of which are valuable tools in both academic and professional settings. It is important that responses are original, well-articulated, and backed by course materials or readings, to uphold the integrity and academic rigor of the discussion. This process not only consolidates learning but also promotes the development of a scholarly community dedicated to mutual growth and understanding.

References

  • Bean, J. C. (2011). Engaging Ideas: The professor's guide to integrating writing, critical thinking, and active learning in the classroom. Jossey-Bass.
  • Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112.
  • Lave, J., & Wenger, E. (1991). Situated Learning: Legitimate Peripheral Participation. Cambridge University Press.
  • Paul, R., & Elder, L. (2014). Critical Thinking: Tools for Taking Charge of Your Learning and Your Life. Pearson.
  • Rust, C. (2002). Learning in the fast lane: The benefits of formative assessment. Assessment & Evaluation in Higher Education, 27(4), 369-374.
  • Schön, D. A. (1983). The Reflective Practitioner: How Professionals Think In Action. Basic Books.
  • Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
  • Weimer, M. (2013). Learner-Centered Teaching: Five Key Changes to Practice. Jossey-Bass.
  • Wiggins, G., & McTighe, J. (2005). Understanding by Design. ASCD.
  • Zimmerman, B. J., & Schunk, D. H. (2011). Self-Regulated Learning and Academic Achievement: Theoretical Perspectives. Routledge.

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