In Each Case Study You Are Expected To Respond To At Least T

In Each Case Study You Are Expected To Respond To at Least Two Peers

In each case study, you are expected to respond to at least two peers’ postings in the classroom. Comments should add new information to the discussion or provide an assessment of your peer's posting. Peer comments are due by Sunday midnight. Follow-up postings to peers are significant and add value to the discussion. Any questions posed by instructor are answered. Acceptable peer posts can be an elaboration on a previous comment, an explanation to help a fellow student, or a point of debate all which provide substantive contributions to the discussions.

Paper For Above instruction

The assignment entails engaging actively in classroom discussions by responding to at least two peers' postings for each case study. These responses should be meaningful and contribute substantively to the ongoing dialogue. The contributions can be in the form of elaborating on a previous comment, offering clarifications to assist fellow students, or presenting points of debate, thereby fostering a dynamic and inclusive learning environment.

Responses are expected to be submitted by Sunday midnight, emphasizing the importance of timely participation. The goal is to add new perspectives or assessments that deepen the discussion's quality. Additionally, the instructor's questions should be addressed promptly, demonstrating engagement and understanding of the material. Effective peer responses not only reinforce learning but also help to develop critical thinking and communication skills essential in academic and professional settings. Reflecting on these interactions creates a vibrant educational community where knowledge is collaboratively constructed, and diverse viewpoints are respected and explored.

References

• Anderson, L. W., & Krathwohl, D. R. (2001). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives. Longman.
• Brookfield, S. D. (2015). Engaging Teachers in Critical Reflection. Jossey-Bass.
• Creswell, J. W. (2014). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. Sage Publications.
• Garrison, D. R., Anderson, T., & Archer, W. (2001). Critical Thinking, Cognitive Presence, and Computer Conferencing in Distance Education. American Journal of Distance Education, 15(1), 7–23.
• Johnson, D. W., & Johnson, R. T. (2017). Cooperative Learning: Theories, Principles, and Techniques. For the Learning of Mathematics, 37(1), 34–41.
• Knowles, M. S., Holton, E. F., & Swanson, R. A. (2014). The Adult Learner: The Definitive Classic in Adult Education and Human Resource Development. Routledge.
• Mezirow, J. (1991). Transformative Dimensions of Adult Learning. Jossey-Bass.
• Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
• Wenger, E. (1998). Communities of Practice: Learning, Meaning, and Identity. Cambridge University Press.
• Schunk, D. H. (2012). Learning Theories: An Educational Perspective. Pearson Higher Ed.