SDS 425R Individual Assignments
The following table represents the grade breakdown of this course.
- Weeks 1-6 (10%)
- Weeks 7-12 (10%)
|Op Ed Assignment
|Critical Policy Analysis Assignment
Student-Facilitated Seminar - Group Assignment (25%)
- Join a group of 4-5 students by the end of Week 01
- Groups will create a presentation slideshow (with two embedded class participation components) by the start of their assigned week in VoiceThread (VT)
- Groups will then facilitate the seminar during their assigned week, using VoiceThread. Watch the video from VT youtube channel: What's VoiceThreading? (1:10)
- Each group member will submit a Self and Peer Evaluation after the assigned week
- See rubric below
Step 1: Self-enroll in a Group
During Week 01, you must self-enroll in a group for the Student-facilitated seminar assignment. Please consult the chart below for the week and corresponding theme or topic of the seminar. Your group will consist of 4-5 students. Working collaboratively, your group will create a presentation slideshow with two embedded class participation components before your assigned week. During the assigned week, your group will share the presentation slideshow with the entire class and lead the seminar while other classmates will participate.
||Canadian Students' Political (Dis)Engagement
||Restorative Approach for Learning
||Transgender Inclusive School Cultures
||Canada's Shortage of Male Teachers
||EQAO and Standardized Tests in Schools
Follow these instructions for Self-enrolling in a Group in LEARN by the date listed in the Course Schedule. To access the Groups tool in LEARN, click on Connect and then Groups in the course navigation bar above. For assistance with self-enrolling in a group, contact Technical Support at email@example.com. Technical support is available during regular business hours, Monday to Friday, 8:30 AM to 4:30 PM (Eastern Time). Group membership could be subject to change by the instructor.
Step 2: As a group, create a presentation slideshow with embedded class participation using VoiceThread
- Select one member of your group to create a single, introductory slide in Powerpoint or other presentation software. Your introductory title slide must include: Assigned Week #, Title of your presentation, Group Member names.
- Save the slide on your computer and write down the filename, for example, intro.pptx
- Go to VoiceThread Home and create a new VoiceThread using your single introductory slide.
- While in VoiceThread, be sure to add the title of your VoiceThread in the following format when prompted, “Week #: Presentation Topic.” This will make it easier for your classmates to find your VoiceThread during your assigned week.
- Share your VoiceThread with your group. Select your group name when prompted and ensure you provide your group with the ability to View, Comment and Edit. Consult Sharing with a Group for more information.
- Contact your group members to ensure they can view the VoiceThread you have created and are able to comment and edit it.
Once all members of your group are able to view, comment and edit your VoiceThread, work collaboratively to create a presentation slideshow with two embedded class participation components in preparation for your assigned student-facilitated seminar week. To edit your VoiceThread presentation, follow the Instructions for Editing your VoiceThread. Using VoiceThread, your group is able to build a presentation slideshow with additional slides, audio narration over slides, upload images, create links to video and more.
The presentation slideshow must be designed to introduce the class to your assigned theme. It must be well-researched, thoughtful, well-presented and include references. Include key concepts, stakeholders and arguments surrounding the theme. Design your presentation slideshow so that your classmates review it in approximately 20 to 30 minutes. Include two components that require class participation as part of your presentation slideshow. For example, you may wish to engage classmates in an online discussion, an opinion poll or a hands-on activity they can do on their own and then share with the whole class in VoiceThread. Participation time is not factored into the 20-30 minute timeframe.
Please refer to the Academic Integrity standards in this syllabus (on University Policies page). Provide a list of references on the final page of your VoiceThread presentation. Please be sure to use a proper and consistent Citation Style (e.g., APA, MLA, Chicago, etc.)
Step 3: Share your presentation slideshow with class at start of your assigned week
Select one member of your group to share your final VoiceThread presentation slideshow with the entire class by 8 AM EST on the date listed in the Course Schedule of your assigned week. Be sure to allow your entire class the ability to view and comment (but not edit) your VoiceThread. Follow the Sharing with A Group instructions (please scroll down to “On the VT Home page”).
During your seminar week, your group is expected to lead the seminar using VoiceThread. Return to VoiceThread regularly to engage with classmates. As the topic expert, all group members will be expected to monitor the class participation components and respond, as appropriate to classmates’ comments.
Your group’s seminar leadership will be evaluated according to:
- demonstrated knowledge and understanding of the topic (research);
- critical examination of readings/resources (analysis);
- communication of complex material (leadership and posted material); and
- engagement with the class through VoiceThread (participation component).
Ultimately, your seminar week should be thought-provoking, engaging and creative.
Step 4: Individually complete and submit the Self and Peer Evaluation form when your seminar week is over
NO later than one week after the end of your seminar leadership week, each group member must individually complete a Self and Peer Evaluation Form (DOCX). This is your opportunity to reflect on your own performance as a member of the seminar leadership team along with the contributions of your group members. This information is shared only with the instructor. The Self and Peer evaluation form must be completed and submitted to the Self and Peer Evaluation dropbox.
How To Submit Your Assignment
Your group’s presentation must be created and shared via VoiceThread. For further help with VoiceThread, please refer to VoiceThread Support. For further support, contact firstname.lastname@example.org.
Please submit the completed Self and Peer Evaluation to the Self and Peer Evaluation dropbox. You are required to submit the Self and Peer Evaluation form on the date listed in the Course Schedule for your group following the end of your assigned seminar week. Dropboxes can be accessed by clicking Submit and then Dropbox on the course navigation bar above.
Your assignment must be submitted as a Microsoft Word (DOC or DOCX) file type.
See the Course Schedule for due dates.
Please refer to the Submitting to a LEARN Dropbox page for general guidelines and how to submit to a dropbox.
How Your Assignment Will Be Graded
This assignment is worth 25% of your final grade and is marked out of 25. Each member of a group will receive the same grade unless there is a clear indication that one member did not fully participate. The final grade along with feedback from your instructor will appear in the gradebook . The Self and Peer Evaluations must be submitted by all groups members of a group before a final grade will appear in the gradebook.
Seminar content explicitly focuses on a current topic in equity and education. Leaders demonstrate expertise of key information, concepts, and debates on the issue drawing from a variety of academic and community resources, including the course readings for that week.
|Seminar content explicitly addresses a topic in equity and education. Leaders demonstrate a firm grasp of key information, concepts, and debates on the issue from academic and community resources, including the course readings for that week.
||Seminar content addresses a topic in equity and education. Leaders demonstrate an understanding of key information and debates on the issue drawing from a variety of sources.
||Seminar content addresses a current topic in education. Leaders comment on debates.
||Leaders critically analyze their sources, including course material. Leaders represent the complex positions of multiple stakeholders related to the topic.
||Leaders carefully analyze their sources, including course material. Leaders take into account the complex perspectives of multiple stakeholders.
||Leaders critically analyze the complex positions of multiple stakeholders related to the topic.
||Leaders represent complex aspects of the topic and mention various stakeholders.
||Seminar leaders post their seminar to VoiceThread. The post is a creative, accessible, and thorough summary of the topic, including key resources with full citations.
||Seminar leaders post their seminar to VoiceThread. The post is an accessible and thorough summary of the topic, including a list of key resources with full citations.
||Seminar leaders post their seminar to VoiceThread, including a list of key resources with citations.
||Seminar leaders post their seminar to VoiceThread, including citations.
||The seminar is polished and it is evident that the group worked collaboratively on a cohesive presentation. The seminar includes a strong introduction, clear communication of the complexity of the topic, and a memorable conclusion.
||The seminar is well-prepared (e.g., flows and succinct). It includes a creative introduction and conclusion, with clear communication of complex aspects of the topic.
||The seminar flows and the leaders are prepared. The seminar includes an overview and conclusion.
||The seminar is coordinated with an overview and conclusion.
||Seminar leaders engage all classmates with the topic through a meaningful and creative activity. The class wrestles with complex aspects of the topic. Leaders are confident and empathetic when spurring discussion. All leaders engage in a healthy dialogue with their peers during the seminar week.
||Seminar leaders engage classmates with the issue through a creative activity. The class wrestles with the various aspects of the topic. Leaders are empathetic when spurring discussion.
||Seminar leaders engage classmates with the issue through an activity. The class addresses complex aspects of the topic. Leaders spur discussion.
||Seminar leaders engage classmates with the issue. The seminar includes an activity.
Shared from SDS 425R with permission from Dr. Kristina Llewellyn
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