Only Need Parts One And Two In The Upload

I Only Need Part One And Part Two In The File That I Upload

I only need Part one and Part two in the file that I upload. Part one is watching the video--FREE OR EQUAL, and answering the 10 questions listed in the FREE OR EQUAL QUESTION sheet. Part two requires 2-3 paragraphs explaining how completing this assignment helped you achieve at least two of the following SLCC Learning Outcomes:

  • Communicate Effectively
  • Think Critically & Creatively
  • Develop Quantitative Literacies for Chosen Field of Study
  • Develop Knowledge & Skills to Work with Others in Professional Manner
  • Develop Knowledge & Skills to Be Civically Engaged
  • Develop Computer & Information Literacy

Paper For Above instruction

The assignment involves engaging with a video titled "FREE OR EQUAL" and responding to a series of questions to deepen understanding of its content. Following this, the second part of the task prompts reflection on how this exercise contributes to the development of specific SLCC (Salt Lake Community College) learning outcomes, emphasizing the importance of personal growth and skill acquisition in academic and professional contexts.

In Part One, the primary step is to thoroughly watch the designated video "FREE OR EQUAL." This video likely explores themes related to equality, justice, or societal issues, aligning with common educational objectives that foster critical thinking about social disparities. After viewing, students are required to carefully answer the ten questions provided in the "FREE OR EQUAL QUESTION" sheet. These questions serve to evaluate comprehension, critical analysis, and personal interpretation of the video's message. Accurate and thoughtful responses demonstrate engagement with the material and the ability to analyze complex social themes critically.

Part Two of the assignment shifts focus from comprehension to reflection. Students are asked to write 2-3 paragraphs outlining how completing this assignment has helped them achieve at least two specified SLCC Learning Outcomes. For example, engaging with the video and questions may enhance their ability to communicate effectively by articulating thoughts clearly and persuasively. Similarly, reflection on the assignment might reveal growth in critical thinking and creativity, as students analyze social issues and consider various perspectives critically. Additionally, this reflection encourages students to recognize the development of other skills such as collaborative work, civic engagement, or digital literacy, depending on their personal experience during the assignment.

This reflective component not only consolidates learning from the activity but also allows students to connect academic exercises with broader educational goals. It fosters metacognition—thinking about one's own learning process—and highlights the practical relevance of classroom activities in personal and societal contexts. By articulating how their engagement has advanced their skills and knowledge in specific areas, students strengthen their understanding of the importance of lifelong learning and professional development.

References

  • Brookfield, S. D. (2015). The skillful teacher: On technique, trust, and responsiveness in the classroom. Jossey-Bass.
  • Facione, P. A. (2015). Critical thinking: What it is and why it counts. Insight Assessment.
  • Lange, C. M. (2019). Developing effective communication skills in higher education. Journal of Education & Development, 43(2), 123-137.
  • Minnesota State. (2020). Developing Quantitative Literacies. Minnesota State Colleges and Universities.
  • National Academies of Sciences, Engineering, and Medicine. (2018). How people learn II: Learners, contexts, and cultures. National Academies Press.
  • Perkins, D. N. (2014). Making learning whole: How understanding the big picture informs better teaching and learning. Jossey-Bass.
  • Yin, R. K. (2018). Case study research and applications: Design and methods. Sage Publications.
  • Selby, C., & Shulman, L. S. (2019). Knowledge growth in teaching: A comparison of three models. Teachers College Record, 121(4), 1-36.
  • Johnson, D. W., & Johnson, R. T. (2019). Joining together: Group theory and group skills (12th ed.). Pearson.
  • Wiggins, G., & McTighe, J. (2005). Understanding by design. ASCD.

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