The purpose of this Assignment is twofold. First, you will create an effective assessment tool to be used by students to show mastery of the learning objectives in your Five-day Instructional Unit. Second, you will create a scoring rubric to guide students as they work on their assessment.
In Unit 1, you choose your theme and objectives for your Five-day Instructional Unit. Now that you have determined the learning objective, you will create a product that will allow your students to show mastery of the standard(s). ( attached use this)
For this assessment, you need to think of something other than a traditional “test” which the student will be able to complete and is aligned with the learning objectives of your instructional unit. Here are some assessment suggestions:
Create a simulation Create a report which could be presented orally or in print Create a group project Create a task for others to complete / something the student would teach
Once you have created the assessment, you will then create a scoring rubric which tells students what a completed assignment or finished product should include and contain information which you, as the teacher, will use to determine a student’s score, grade, or level of mastery. A sample rubric can be found in “Where Great Teaching Begins” figure 8.4 on p.143. (attached example)
Central Focus: Relationship between individual and society.
Content Standard(s)(type it out exactly as worded): This document will be read and used in conjunction with the document From principles into practice, which provides the framework for teaching and learning in individuals and societies in the primary academic curriculum. This document will provide the framework for teaching and learning in the primary academic curriculum. In addition to this, it will examine the general information regarding the program as well as the unit planner. The unit planner will include guidelines for developing the curriculum that are applicable to all subject groups, in-depth information regarding learning approaches, guidance that supports access and inclusion, and a statement on academic honesty.
Look at your content standard above, review what it is asking them to do? What do they need to know in order to master the standard? (terms, facts, formulas, events, procedures, etc.) What the students will need to know to master the standard will include terms like the nature of society which is that society is an impersonal concept that refers to the intricate web of interrelationships that exists between and among the individuals that make up the group. Society can be said to exist anywhere there are human interactions, whether they are positive or negative, appropriate or inappropriate. Because these social interactions are not readily apparent and do not have any concrete basis, society might be thought of as an abstract concept. In its most fundamental sense, society refers to a state or condition, a relationship, and is hence always an abstraction. Society is not a collection of individuals. Relationships are organized into groups to form societies. It encompasses the entirety of the complexities that are human interactions. It encompasses the entirety of the human relationship spectrum. The consciousness of another presence, a common purpose, or a common interest is a physical element that is always present in social connections. This awareness can take the shape of a physical touch. Now, one might say that society is the union itself, the organization, the total of formal relations in which associating individuals are joined together. This is what one can mean when they state that society is. Individuals, as well as the structure that is generated by the individuals’ interactions with one another and with one another, are essential components of societies.
Look at your standard above and asking yourself that question…”what do they need to be able to do?” (big ideas, concepts, principles, “how’s and whys”) Based on the definition of the term society, what the student will be able to do, is to ensure that they have an interactive sessions that are can guide them in understanding what is required for an individual in order to relate well with the society. In this case the curriculum object is going to focus more on the individual behavior and their role in ensuring that there is a workable relationship between then as individual and between them as a contributory part of the larger society.
What TERMS will students need to know? (vocabulary) In this programs some of the terms that the students will need to know is, what is the meaning of a society, what is the meaning of an individual, what is the nature of the society, and how does individual activities impact on the society.
Now that you have determined the “know” and “do” from the above content standard, break it up into five days of instruction. If your standard can be accomplished in a day or two, then complete the process above for the next sequential standard and continue the process until you have five days’ worth of instructional goals.
Five Day Learning Objectives
What students know…?(Explain what students will know by the end of the day)
What students will be able to do…?(Explain what the students will be able to do by the end of the day)
Type of Learning Objective:Thinking SkillContent ObjectiveProduct Objective
Learning Objective Day 1: Define the individual and society
Students will be knowledgeable of the terms an individual and society.
There will be brainstorming sessions between groups and later with the teacher
Thinking skill
Learning Objective Day 2: Understand impacts of Individual actions on society
Students will be able to discuss ways that individual behavior contributes to what becomes of the society
Brainstorming and video techniques of influential persons will be showcased and discussed
Content objective
Learning Objective Day 3: Inform students about the society and how it influences individual thought
They will be able to understand why it is important to understand the society of they have to related well with one another.
Discussion sessions
Content objective
Learning Objective Day 4: Understand relationship between individual and society
Students will know how the individual and society influence each other to remain in harmony or trouble
Discussion sessions in groups and a presentation
Thinking skill
Learning Objective Day 5: Recap and reflection
Reflect on the impact of the individual on society and impact of society on individual
Reflective essays will be read in class and graded
Product objective
References
McCann, M. (2020). Introducing students to risk diversification: Adapting a class activity to the online learning environment. https://doi.org/10.53593/n3350a
You are the lab instructor for Phys 1401 on ground class. As a result of the COVID-19 pandemic your labs transferred to an online lab simulation. You must prepare a lab handout for an experiment that your students will perform following the instruction you are presenting in the handout. Your handout must contain: PART ONE: 1. The theory of the experiment (about 20 lines). 2. All steps (Instructions) that the student must follow to perform all the sections of the experiment. Performing the simulation will enable the student to understand the physical concepts of projectile motion. 3. Conceptual questions that verify to you as an instructor that the student understands the theory and the experiment ( at least 7 questions). PART TWO: After preparing the handout, write your answers/ observations (assuming you are the student) following the Instructions prepared by you (the instructor)
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The Conscious Capitalism simulation involves business-to-business (B2B) marketing of computer products. Social media is often considered for business-to-consumer (B2C) marketing. Does social media marketing work in the B2B marketplace? Considering the assigned articles, how does social media compare to other channels for B2B marketing? Summarize a conclusion from an assigned article and add your own interpretation of social media for B2B. Provide at least two specific examples of how might you use social media marketing in the Conscious Capitalism simulation to build relationships with business buyers. Defend your choices. Need at lest 200 words citation and reference.
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Business Capstone Assessment 4): Individual Presentation (20%) Summary of Individual Presentation The Individual Presentation will be a reflection piece on your personal experience within the Executive Team of your Company. It will revolve around two key areas: 1) Self-Reflection of Learning within the Capstone Business Simulation, and 2) Analysis of the Team Dynamics. A short and engaging individual presentation of 3-4 minutes (4 minutes maximum) is required. Students are encouraged to explore various ways of creating a professional online presentation. This may involve using media enhancements in the presentation, if appropriate. The presentation is expected to be formal in nature, but please note: A formal presentation does not equal a boring presentation! Do not let the word ‘formal’ stifle your creativity when presenting; interaction and creativity in your presentation are encouraged. You are expected to use the skills you have learnt over the course of your degree to keep the audiences interest. The presentation must be conducted in one of two different ways: 1) Live to your tutor in-class (for those still attending class) or using Blackboard Collaborate (for those in an online class) during each students scheduled seminar 12 (the last seminar of the semester), or 2) Pre-recorded and uploaded to a free viewing platform (such as YouTube, TikTok etc.) where a login is NOT required and a link to view your presentation can be provided to the tutor. Whichever presentation method is chosen by students, the due date and time remains as the beginning of each students scheduled seminar 12 (the week of 2-6 November, 2020). Students who choose the pre-recorded option are expected to have a webcam, therefore it is strongly recommended students use their webcam whilst presenting. A webcam is not compulsory, but a look at the Individual Presentation Rubric will highlight its value. Refer to the Individual Presentation Rubric (20%).pdf in Blackboard Assessments 4) Individual Presentation (20%) for details of the allocation of marks for the Individual Presentation. Requirements for Individual Presentation 1) Introduction • Introduce yourself. • Specify your Capstone Business Simulation Company. • Outline the purpose of the presentation. 2) Self-Reflection of learning within the Capstone Business Simulation These are some SUGGESTED areas that can be covered (do NOT attempt to cover them all): • Was I confident in my knowledge of running a business before starting the unit? • What did I know about Finance/Marketing/Production and/or running a business before starting the unit? • Did I under- or over-estimate the effect that changes in one area of a company has on other areas of a company? • How did I approach learning new things? • Did I go in with an open or closed mind? Was it beneficial or detrimental? • What was my personal approach to the unit? • Did the changes in structure of the unit (online learning) affect my engagement with the unit? • What could/should I have done differently? • Have I learnt anything that I can take with me to the workforce? • Did I enjoy the unit? 3) Analysis of the Team Dynamics These are some SUGGESTED areas that can be covered (do NOT attempt to cover them all): • How many people were in my team? • Was I aware of any research on group formation processes? • Was there a leader within my team? Why/why not? • Did the group become a team or remain a set of individuals? • How were the roles within the team allocated? • Were the group meetings effective? Why/why not? • What was the biggest hurdle the team faced? • What could/should I have done differently within my team? • What could/should have been better within the team? • How could/should I have made my team better? • Did the group have any fun (at any time throughout the semester)? 4) Conclusion • Summarise the key points of the presentation. References are NOT required for the presentation. Students are expected to be sensitive to other students’ feelings. At all times students should not personally criticise fellow students. Rather the focus should be on the company and team as a whole. The presentation must remain objective. Any personal criticism will not be tolerated, in the (online) classroom nor in the workplace. Refer to the Student Charter for information about Curtin’s Values of Integrity, Respect, Courage, Excellence and Impact. EVERY student is required to upload an electronic copy (e.g. PowerPoint slides, Prezi link, etc.) of the presentation in Blackboard Assessments 4) Individual Presentation (20%) Company Presentation – Submission before the presentation in Seminar 12
Business Capstone Assessment 4): Individual Presentation (20%) Summary of Individual Presentation The Individual Presentation will be a reflection piece on your personal experience within the Executive Team of your Company. It will revolve around two key areas: 1) Self-Reflection of Learning within the Capstone Business Simulation, and 2) Analysis of the Team Dynamics. A short and engaging individual presentation of 3-4 minutes (4 minutes maximum) is required. Students are encouraged to explore various ways of creating a professional online presentation. This may involve using media enhancements in the presentation, if appropriate. The presentation is expected to be formal in nature, but please note: A formal presentation does not equal a boring presentation! Do not let the word ‘formal’ stifle your creativity when presenting; interaction and creativity in your presentation are encouraged. You are expected to use the skills you have learnt over the course of your degree to keep the audiences interest. The presentation must be conducted in one of two different ways: 1) Live to your tutor in-class (for those still attending class) or using Blackboard Collaborate (for those in an online class) during each students scheduled seminar 12 (the last seminar of the semester), or 2) Pre-recorded and uploaded to a free viewing platform (such as YouTube, TikTok etc.) where a login is NOT required and a link to view your presentation can be provided to the tutor. Whichever presentation method is chosen by students, the due date and time remains as the beginning of each students scheduled seminar 12 (the week of 2-6 November, 2020). Students who choose the pre-recorded option are expected to have a webcam, therefore it is strongly recommended students use their webcam whilst presenting. A webcam is not compulsory, but a look at the Individual Presentation Rubric will highlight its value. Refer to the Individual Presentation Rubric (20%).pdf in Blackboard Assessments 4) Individual Presentation (20%) for details of the allocation of marks for the Individual Presentation. Requirements for Individual Presentation 1) Introduction • Introduce yourself. • Specify your Capstone Business Simulation Company. • Outline the purpose of the presentation. 2) Self-Reflection of learning within the Capstone Business Simulation These are some SUGGESTED areas that can be covered (do NOT attempt to cover them all): • Was I confident in my knowledge of running a business before starting the unit? • What did I know about Finance/Marketing/Production and/or running a business before starting the unit? • Did I under- or over-estimate the effect that changes in one area of a company has on other areas of a company? • How did I approach learning new things? • Did I go in with an open or closed mind? Was it beneficial or detrimental? • What was my personal approach to the unit? • Did the changes in structure of the unit (online learning) affect my engagement with the unit? • What could/should I have done differently? • Have I learnt anything that I can take with me to the workforce? • Did I enjoy the unit? 3) Analysis of the Team Dynamics These are some SUGGESTED areas that can be covered (do NOT attempt to cover them all): • How many people were in my team? • Was I aware of any research on group formation processes? • Was there a leader within my team? Why/why not? • Did the group become a team or remain a set of individuals? • How were the roles within the team allocated? • Were the group meetings effective? Why/why not? • What was the biggest hurdle the team faced? • What could/should I have done differently within my team? • What could/should have been better within the team? • How could/should I have made my team better? • Did the group have any fun (at any time throughout the semester)? 4) Conclusion • Summarise the key points of the presentation. References are NOT required for the presentation. Students are expected to be sensitive to other students’ feelings. At all times students should not personally criticise fellow students. Rather the focus should be on the company and team as a whole. The presentation must remain objective. Any personal criticism will not be tolerated, in the (online) classroom nor in the workplace. Refer to the Student Charter for information about Curtin’s Values of Integrity, Respect, Courage, Excellence and Impact. EVERY student is required to upload an electronic copy (e.g. PowerPoint slides, Prezi link, etc.) of the presentation in Blackboard Assessments 4) Individual Presentation (20%) Company Presentation – Submission before the presentation in Seminar 12.
This week you will engage in a virtual scenario where you will play the role of an Emergency Manager who is preparing for a mass gathering event. You will interface with different members of the Incident Command System and will observe and influence how they interact with each other in managing any incidents that may happen. This is intended to give you a view of how all roles come together to function as a team and prepare you for your final project in the course.
Afterward, please post on the following topics:
What are some ways that you see the principles of Incident Command demonstrated in this simulation, and some ways they could have been implemented better?
Do you feel Incident Command is more important before or after an event? How did you feel the scenario did or did not align with your view?
Effective Incident Management depends on teamwork among individuals and agencies, in assigning and executing responsibilities. What possible challenges did you see in the scenario that would need to be handled in the Incident Command System?
Please write a minimum of 450 words for your due by Jan 12th, APA style format, and a minimum of 3 references.