Prepare: Critically read Chapter 4 of your textbook. Then, pick one adult in your life you regularly interact with and guess their level of use for each Pattern. If you prefer, give them the LCI using these instructionsPreview the document. Note: This version is appropriate for individuals ages 16 and up. 

Reflect: A heightened awareness of the similarities and differences between yourself and others around you is a critical component in the process of becoming an intentional learner. Reflect on how this individual’s Learning Patterns are similar to or different from yours.

Write: In a minimum of 250 words, address the following:

For the person you chose, identify the level of use (Use First, Use as Needed, Avoid) for each Learning Pattern and describe how they use it. Specify if you are guessing the level of use or if you gave them the LCI.

Remind us of your Learning Patterns by listing the level of use.

Provide an example that demonstrates how Learning Patterns led to positive interactions or created friction between you and the person you selected. Applying what you know about Learning Patterns, how do you now view the incident?

The purpose of this assignment is to research and outline major theories, principles, issues, and applications regarding adolescent development and learning that will guide parents and families in the development milestones of their children.

Write a 750-1,000 word newsletter for your current or future students’ parents and families. Your goal is to inform and prepare parents about major developmental milestones, theories, and concepts facing adolescents, including how parents can be actively involved in their child’s development.

The newsletter should outline the following:

Describe the developmental period of adolescence, including the sub-periods of early adolescence, middle adolescence, and emerging adulthood. Provide specific examples of typical school-related behavior found within each sub-period.

Provide an overview of the key theories related to adolescence, including the biological, psychoanalytical, cognitive, and social learning views of adolescence. Acknowledge key theorists and their major contributions.

Outline and define the roles of nature/nurture, continuity/discontinuity, and early/late experience and their effect on adolescent development and classroom learning. 

Support your findings with a minimum of three scholarly resources.        

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion

The purpose of this assignment is to research and outline major theories, principles, issues, and applications regarding adolescent development and learning that will guide parents and families in the development milestones of their children.

Write a 750-1,000 word newsletter for your current or future students’ parents and families. Your goal is to inform and prepare parents about major developmental milestones, theories, and concepts facing adolescents, including how parents can be actively involved in their child’s development.

The newsletter should outline the following:

Describe the developmental period of adolescence, including the sub-periods of early adolescence, middle adolescence, and emerging adulthood. Provide specific examples of typical school-related behavior found within each sub-period.

Provide an overview of the key theories related to adolescence, including the biological, psychoanalytical, cognitive, and social learning views of adolescence. Acknowledge key theorists and their major contributions.

Outline and define the roles of nature/nurture, continuity/discontinuity, and early/late experience and their effect on adolescent development and classroom learning. 

Support your findings with a minimum of three scholarly resources.        

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

Review “From Peru” and “Case Study: Jacob” to inform this assignment.

Part 1: Vocabulary Game

Create a small group vocabulary game aligned to research-based strategies that meets the needs of Jacob. Use and incorporate a minimum of 10 vocabulary words from the “From Peru” excerpt within your game.

In 250-500 words, identify and summarize the following aspects of the game:

“From Peru” vocabulary words with kid-friendly definitions.

Rules, to include the roles of both teacher and students.

Materials (include visuals if appropriate).

How to expand the game to include higher level thinking.

Modifications for ELL or special education students.

In addition, rationalize how the design of the vocabulary game implemented research-based strategies to support Jacob’s vocabulary development. How does your vocabulary game engage Jacob in learning?

Part 2: At-Home Activities

Choose a piece of literature appropriate to Jacob’s interests. Utilizing that choice, identify and summarize three at-home activities to help support Jacob’s vocabulary development.

Design a visual for Jacob’s family that:

Summarizes each at-home activity.

Identifies the roles of both the family and Jacob.

Identifies how the activity supports Jacob’s vocabulary development.

Submit your vocabulary game and at-home activities as one deliverable.

APA format is not required, but solid academic writing is expected.

This metacognitive forum is intended to help you develop intentional learning practices. It is an opportunity to think about how you processed the learning from the previous week. You are welcome to reference any of the required or supplementary materials, videos, or instructor guidance as well as anything in the text that was not covered in the discussions.

Complete the following sentence starters to create your post:

One new or interesting thing I learned last week was… I found it interesting because…

One thing that went well for me last week was…

Something I could have done differently last week was… This week I will…

After reading the materials and completing last week’s assignments, I’d like to learn more about…

Your initial post is due no later than Day 1, and it must be a minimum of 150 words (including the sentence starters). You will not be able to see the posts of your peers until you have posted in this forum.

Instructions:

After reading the autobiography of Luis Rodriguez and participating in our discussions of the book, now it is your turn to communicate what you learned from the book. In this essay I would like to hear what concepts that you have learned this semester helped you connect to his story and better understand the impacts of intercultural communication.

In a 2-3 page essay follow the guidelines below to complete the assignment.

In your first paragraph

briefly summarize the book to give a general idea of the overall story. End your introduction with a thesis statement about two intercultural communication concepts that will be developed in the body of your essay.

In the body of your essay

For each intercultural concept you have chosen, identify examples of how each is demonstrated by the characters and/or development of the plot.

Describe how the concept is applied in the story. Be specific as you describe the character(s) and/or event(s) where this concept is demonstrated. Use appropriate terms from the text.

Evaluate whether the concept is applied effectively or ineffectively (good example or bad example).

Analyze the consequences of the concepts effective or ineffective application. Consider the short-term and long-term consequences to the character(s) and/or plot. Go beyond the actual book

In a concluding paragraph

summarize your insights regarding intercultural communication as demonstrated in the book. What are the major lessons to be learned?

Review the video “Beyond F.A.T. City: Look Back, Look Ahead—Conversation about Special Education.”  In a 500-750 word analysis, address the following:  How does Richard D. Lavoie define and explain fairness in the classroom? What advice does Lavoie offer to parents regarding fairness? What does Lavoie say about assumptions, and why does he discuss them? What are three key concepts from the video that were especially meaningful to you? How will they affect your professional teaching practice?  Be sure to cite specific examples from the video in your analysis.  Prepare this assignment according to the guidelines found in the GCU Style Guide, located in the Student Success Center.  This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.05:22

Use the Week 1 Example Assignment GuidePreview the document when addressing the following prompts:

Describe and explain a clear distinction between “globalism” and “globalization” after viewing the video and reading the article.

Describe how being a global citizen in the world of advanced technology can be beneficial to your success in meeting your personal, academic, and professional goals.

Explain why there has been disagreement between theorists about the definition of global citizenship and develop your own definition of global citizenship after reading the article by Reysen and Katzarska-Miller.

Choose two of the six outcomes of global citizenship from the article (i.e., intergroup empathy, valuing diversity, social justice, environmental sustainability, intergroup helping, and the level of responsibility to act for the betterment of this world).

Explain why those two outcomes are the most important in becoming a global citizen compared to the others.

Describe at least two personal examples or events in your life that illustrate the development of global citizenship based on the two outcomes you chose.

Identify two specific general education courses.

Explain how each course influenced you to become a global citizen.

Prepare: Before responding to this discussion, click through the interactive (Links to an external site.)Links to an external site. above and carefully review the descriptions of each step of metacognition in Section 3.2 of Chapter 3.

Reflect: Metacognitive activities, such as this discussion and the Metacognitive Forums, can help you reflect on your own learning and develop higher-order thinking. As you complete this discussion, you may realize you were not always aware of how and why your thoughts corresponded with your actions in the past. Pausing to analyze why you’re doing what you’re doing can help you improve the final quality of your work.

Write: In complete sentences and a minimum of 250 words, address the following:

Assess your progress as an intentional learner by considering each metacognitive step: mulling, connecting, rehearsing, attending, expressing, assessing, reflecting, and revisiting.

Which step do you use with ease? Describe how you use it.

Which step is most challenging for you to use? Why?

Which step do you skip over or ignore completely? Why?

Imagine someone asks, “What kind of student are you?” How would you answer? What would they observe about your study techniques? Consider things such as the following: engagement with course resources (textbook, video, articles, Instructor Guidance, announcements), how often you log in to class, participation in discussion forums, approach to taking quizzes, etc.

Now imagine that same person asks, “What kind of student would you like to be?” List three specific things you are doing to become the student you want to be.

Mark 8:29 Worksheet

Please address each question below with complete sentences and clear, specific explanation. The total word count (including all questions and answers combined) should be between 900-1400 words. For questions one and two, use a total of one to three resources, in addition to the Bible. Include sources in the reference list at the end of the assignment. If you have your own Bible commentary, you may use that, or use the sources in the “Other Biblical Sources on the Internet” found in the topic materials.

1. Select one teaching of Jesus from one of the following Bible verses (underline the passage chosen): Matthew 5:21-24; Matthew 5:43-48; Matthew 6:19-24; Matthew 7:15-23; Luke 15:1-32; John 13:1-17, 34-35; John 15:1-11. Answer the following questions:

a. What was Jesus’ point in the teaching? 

b. What sort of relevance does this teaching have for other worldviews? 

c. What does this teaching reveal about Jesus? 

2. Identify at least one claim that Jesus made about his nature and/or the purpose of his ministry (such as in Matthew 9:1-8; Matt 9:9-13; Luke 7:18-23; John 5:16-18; John 10:25-38; or John 14:5-11). Underline the passage chosen. What is the significance of this claim?

3. How would you personally answer Jesus’ question, “But who do you say that I am?” (Mark 8:29 ESV). Describe your own beliefs about Jesus.