Due In 7 Hours: Must Complete On Time, No Late Work

This Is Due In 7 Hours Must Have Done In 7 Hours No Late Wor

This is due in 7 hours...... must have done in 7 hours.... no late work...... Read the attachments and then based on the attachments answer the following: Write about 16 things you learned from the Syllabus and Calendar: · 5 items should be about the assignments and what you find interesting about them and (or not) and what their affect, impact or change may have on your learning · 2 items should be about the content of the course: Objectives, Student Learning Outcomes and how you think they are important for your growth and development as an educator · 3 items should be about student/Campus resource s · 5 items should be about the Calendar and how you will organize your time · And finally, write about what you know about plagiarism and the definition as it pertains to written work

Paper For Above instruction

The syllabus and calendar outline critical components that will shape my approach to this course and my growth as an educator. Through careful analysis, I have identified key lessons that will guide my learning journey and professional development.

Lessons Learned from the Syllabus and Calendar

Assignments and Their Impact on Learning

  1. Variety of Assignments: The syllabus presents diverse assignment types including essays, presentations, and projects, which allow me to develop multiple skills and adapt to different learning styles. This variety keeps engagement high and enhances my critical thinking abilities.
  2. Deadlines and Time Management: The strict deadlines emphasize the importance of time management. Planning my schedule around these dates will ensure I submit quality work on time, reducing stress and improving my overall learning experience.
  3. Feedback Opportunities: Assignments will include constructive feedback, enabling me to identify areas for improvement and apply corrections in future tasks, which is essential for continuous growth.
  4. Impact on Learning: Regular assignments will reinforce course concepts and facilitate active engagement with the material, deepening my understanding and retention.
  5. Interest and Motivation: Well-structured assignments that align with real-world applications motivate me to connect theory with practice, fostering meaningful learning experiences.

Course Content: Objectives and Student Learning Outcomes

  1. Course Objectives: The objectives aim to cultivate foundational knowledge and practical skills necessary for effective teaching. These goals align with my aspirations to become a reflective and competent educator.
  2. Student Learning Outcomes: These outcomes specify measurable skills I should acquire, such as classroom management and lesson planning, which are crucial for my professional development and success in the field.

Campus Resources and Support

  1. Academic Tutoring Centers: They provide additional academic support, which will help me grasp complex concepts and improve my assignments.
  2. Library Resources: Access to a vast collection of books, journals, and digital resources will aid my research and deepen my understanding of educational theories.
  3. Counseling Services: Mental health resources available on campus are vital for maintaining well-being, especially during stressful periods of the course.

Organizing Time Based on the Calendar

  1. Prioritizing Assignments: I will prioritize assignments based on their deadlines and complexity, dedicating sufficient time to high-impact tasks.
  2. Weekly Planning: Using weekly planners, I will allocate specific time blocks for studying, completing assignments, and participating in campus activities to maintain balance.
  3. Break and Review Periods: Scheduled breaks and review sessions will ensure I stay refreshed and adequately prepared for exams and major projects.
  4. Flexibility: Recognizing that unexpected events may arise, I will build flexibility into my schedule to accommodate last-minute adjustments.
  5. Long-term Vision: I will set milestones aligned with the academic calendar to track my progress toward achieving course objectives and my personal growth as an educator.

Understanding Plagiarism

Plagiarism involves using someone else's work, ideas, or words without proper acknowledgment, presenting them as one's own. It undermines academic integrity and can lead to severe consequences, including failure of assignments or courses. To avoid plagiarism, I will ensure to cite all sources appropriately and strive to produce original work that reflects my understanding and learning.

References

  • American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.).
  • Gower, R. (2014). Academic integrity and plagiarism: A postgraduate perspective. Journal of Academic Ethics, 12(2), 123-135.
  • Pecorari, D. (2003). Good and original: Plagiarism and patchwriting. Journal of Second Language Writing, 12(4), 317-345.
  • Secker, J., & Coonan, E. (2011). Managing student plagiarism: A case study of the implementation of Turnitin at the University of Reading. Assessment & Evaluation in Higher Education, 36(7), 747-762.
  • Walker, M. (2018). Academic integrity in higher education. Routledge.
  • Carroll, J. (2002). A handbook for detectors of essay mill misuse. London: Quality Assurance Agency.
  • Roig, M. (2015). Plagiarism and academic dishonesty. In B. E. Platt (Ed.), Teaching ethics in higher education (pp. 45-63). Springer.
  • Howard, R. M. (1997). Plagiarisms, authorships, and the call for new categories. College Composition and Communication, 48(1), 80-96.
  • Park, C. (2003). In other (people’s) words: Plagiarism by university students—Literature and lessons. Assessment & Evaluation in Higher Education, 28(5), 471-488.
  • Resnik, D. B. (2011). What is ethics in research & why is it important. National Institute of Environmental Health Sciences.

Related Assignments