1 Kirsh, S. J. (1998). Ender s Game: Using science fiction to teach child development. Journal on Excellence in College Teaching, 9 (2), Ender s Game: Using Science Fiction to Teach Child Development Steven J. Kirsh State University of New York, Geneseo Students in two sections of a developmental psychology course wrote five-page papers about 10 aspects of child development depicted in the science fiction book Ender s Game (Card, 1977). Analysis of the book required using theory and research from the course. The assignment received favorable ratings from students and helped them understand and think critically about course material. Application assignments provide students with the challenging task of applying multiple discipline-specific themes, such as concepts and theories in developmental psychology, in a medium that students typically do not view with a critical eye, such as the entertainment media. In order to accomplish this task, students must understand the concept they are to apply, identify the concept in the medium under scrutiny, and explain, in written form, how the concept is being applied. Instructors have had students apply psychological concepts beyond the classroom though interviews (Walton, 1988), letter writing (Junn, 1989), newspaper portfolios (Kirsh, 1996; Rider, 1992), personal journals (Hettich, 1990), and analysis of books (Boyatzis, 1992; Lips, 1990) and animated films (Kirsh, 1998). These types of assignments are particularly interesting because they improve students critical thinking ability (Anderson, 1992) and increase their involvement in course material (Fleming, Piedmont, & Hiam, 1990). In addition, students rate these types of assignments as enjoyable and valuable (Boyatzis, 1994; Kirsh, 1998). Application assignments involving mass media have been used to help students connect course concepts to the world beyond the classroom and increase their understanding of course material. One such assignment is a newspaper portfolio (Rider, 1992), which requires students to find news- 47
2 48 Journal on Excellence in College Teaching paper articles, pictures, or editorials relevant to their coursework and then analyze the content of each item using materials from the course. Similarly, film assignments (Anderson, 1992; Kirsh, 1998) require students to apply discipline-specific content from such fields as social psychology or developmental psychology to the content of a film. In addition to news and film media, researchers have used literary works to teach developmental principles. For example, Boyatzis (1992) had students analyze the content of Maya Angelou s autobiography, I Know Why the Caged Bird Sings (1969), in terms of multiple developmental concepts (for instance, self-esteem, effects of abuse, and identity formation). Although application assignments using literature have focused primarily on nonfiction texts such as autobiographies, other genres of writing also have been used. Lips (1990), for example, had students identify, explain, and discuss issues related to the psychology of sex and gender in a science fiction novel. Given Lips s success using science fiction in the classroom, the purpose of this study was to examine the efficacy of using a science fiction text, Ender s Game, as a medium for having students apply concepts and theories in a developmental psychology course. The Ender s Game assignment is meant to provide educators with an empirically tested strategy for engaging students in learning and applying course content. The Ender s Game Writing Assignment My aim for the Ender s Game assignment was to enrich students understanding of theory and research relevant in Child Development, a second-year course that is primarily taken by education, speech, and psychology majors. Sixty-nine students (86% female, 98% Caucasian) in two sections of the course wrote five-page papers about 10 aspects of development depicted in Ender s Game (Card, 1977). Synopsis of Ender s Game Ender s Game is the story of Andrew Ender Wiggin, a six-year-old genius. The premise of the story is that Earth has been attacked and nearly destroyed by an alien species. In order to prevent annihilation of the planet, exceptional children are trained to become soldiers and commanders in Earth s defense forces. The story follows not only Ender s development at battle school, where his training is intense, manipulative, and ruthless, but also his relationships with his violent brother, Peter, and his loving sister, Valentine. The book also focuses on Ender s rela-
3 Ender s Game 49 tionships with his peers, most of whom despise him, and on his own struggle with his identity as both the savior of humanity and its homicidal and unwittingly genocidal commander. Writing Assignment For the writing assignment, I instructed students to discuss Ender s (or his siblings ) childhood experiences in terms of 10 aspects or topics of psychological development. Having students consider 10 topics allowed for sufficient breadth of coverage of the course material. I allowed students to cover a maximum of two topics per chapter. Thus, the number of chapters used by students in the assignment ranged from 5 (using 2 topics per chapter) to 10 (using 1 topic per chapter.) Each developmental topic required approximately one half page to write up. Students papers were graded on the following criteria: relevance to the course (only developmental psychology concepts were allowed), accuracy of concept identification, clarity of explanation, and breadth of coverage. Aiding Students Understanding of the Assignment To facilitate students understanding of the assignment, the course syllabus provided a detailed example of how to write up a developmental topic (for example, hostile aggression). Specifically, the syllabus described how to define a developmental concept ( for example, Hostile aggression occurs when an individual purposely tries to injure or harm another person ), describe a corresponding example from Ender s Game (for example, An example of hostile aggression is when Stilson hits Ender ), and explicitly connect the example from the book to the developmental concept under review (for example, Stilson s behavior is an act of hostile aggression because the intent of his actions is to harm Ender ). To develop further their ability to perceive and analyze developmental concepts in the media, several times during the semester students participated in a general discussion on how to identify and discuss developmental themes in animated films. For instance, after viewing a scene from the film The Lion King (Hahn, Allers, & Minkoff, 1994) in which Simba and Nala go to an elephant graveyard, students identified depictions of evocative and active genetic-environmental correlation. An evocative genetic-environmental correlation occurs when a child s genetic makeup (for instance, personality) influences the behavior of others. In contrast, in an active genetic-environmental correlation, the child s
4 50 Journal on Excellence in College Teaching genetic makeup affects the environments that the child seeks out and prefers. Although animated films and books are different modes for presenting information, the ability to identify a developmental concept in either book or film form involves the same processes. Students need to understand the developmental concept they are being asked to apply and then to identify the concept in the form of media under analysis. An advantage of a book assignment over a film assignment, however, is that the greater amount of self-reflective statements and narration in books provides more opportunities for analysis. For instance, Ender s Game is replete with paragraphs in which Ender thinks about his life and his past and current predicaments. Thus, students are easily able to assess aspects of Ender s view of himself and his cognitive ability because his thought processes are clearly described. Implementation Issues Students analyzed Ender s Game based on developmental theory and research that was either presented in class or found in their textbook. For each aspect of development they identified, students were to provide at least one example from Ender s Game and then to explain clearly how the example depicted that aspect of development. I encouraged students to discuss both accurate and inaccurate applications/depictions of developmental concepts in the book. For instance, an inaccurate depiction of a developmental concept is the fact that Ender engages in abstract thinking at age 6, which, according to Piaget s theory of child development, is five years before he is supposed to be able to do so. In all, students discussed over 80 different topics. Some of the topics they discussed included hostile aggression (for example, Bonzo attacks Ender after losing a battle simulation to him), abstract reasoning (for example, Ender figures out the Bugger battle strategy), emotional display rules (for example, Ender thinks to himself that if he cries at Battle School he will be ridiculed by his peers), spatial intelligence (for example, Ender realizes that the battle room has a different orientation than the rest of the space station), sibling rivalry (for example, Peter is jealous of Ender s admission to battle school), and the looking-glass self (for example, Ender s self-esteem is based upon how others view him). I encouraged students to show me their list of developmental topics and a sample draft of their paper prior to submitting it. Although most students had little problem finding 10 developmental topics in the book to write about, a few them had great difficulty making the explicit connection between a developmental concept and the content of the book.
5 Ender s Game 51 That is, these students failed to explain clearly why a particular behavior in the book exemplified a particular developmental concept. After I worked briefly with these students, all of them were able to complete the paper. Evaluation of the Assignment Immediately after handing in the assignment, students responded anonymously to a five-item questionnaire. The first three questions used a four-point scale ranging from 1 (poor) to 4 (excellent). Students gave a mean rating of 3.35 (SD=.66) to the question of how well the assignment improved their ability to understand course material, a mean rating of 3.28 (SD=.57) to the question of the assignment s educational value, and a mean rating of 3.61 (SD=.52) to the question of the assignment s usefulness for enhancing critical thinking. Students also rated the assignment in terms of its enjoyability and ability to challenge their thinking. Fiftyone (74%) of the students rated the assignment as fun and challenging, 5 (7%) rated it as fun but not challenging, 13 (19%) rated it as challenging but not fun, and no one rated the assignment as not fun and not challenging. Finally, 65 (94%) of the students recommended the writing assignment for future classes. Written student comments about the assignment requested on the questionnaire also were favorable. One student claimed the assignment really helped me apply my knowledge of the things I ve learned in class. Another student wrote, I loved reading the book. It was interesting and it kept my attention. I liked writing the paper because it tied everything together from the whole course. The assignment clearly allows students to apply the knowledge they have learned in class to a medium that they have not typically viewed with a critical eye. The positive attitudes that students reported about the assignment were supported by quality work. I graded their papers on the number of themes they identified (including the issue of breadth of coverage), the accuracy of content, the quality of the explanations relating developmental concepts to the book, and the relevance of the concepts to child development. In general, students successfully identified the requisite number of developmental themes and provided accurate descriptions of those themes. Although in the past I have found that students have difficulty making the connection between a developmental concept and the content of Ender s Game, no such problem occurred with this assignment. I believe that the explicit examples of how to complete the assignment that I included in the syllabus, the classroom practice with the process
6 52 Journal on Excellence in College Teaching that we did using animated films, and the significant number of students who brought me sample drafts of their papers improved the students ability to write clear and explicit analyses. Conclusions The findings of this study along with those of Lips (1990) suggest that application assignments involving science fiction novels like Ender s Game are useful techniques for increasing students understanding of course material in psychology. Given that science fiction novels raise a variety of interesting technical, biological, cultural, and social issues, teachers outside of psychology may want to consider using this type of application assignment. In Ender s Game, for instance, sociologists could study a society that authorizes only two children per family and allows children to be trained as commanders in war; biologists could analyze the communication and social behavior of the ant-like alien buggers ; physicists could address the possibility of instant communication across light years and the development of a molecule-destroying, planet-killer weapon; and mass media personnel could focus on the use of Internet dialogue for setting public policy. In summary, similar to a journal, portfolio, or animated film assignment, an application assignment using Ender s Game seems to facilitate students understanding and application of course material in developmental psychology. Furthermore, this assignment appears to foster learning in a manner that is both fun and challenging. As one student put it, the assignment made me think (which is a good thing). References Anderson, D. D. (1992). Using feature films as tools for analysis in a psychology and law course. Teaching of Psychology, 19, Angelou, M. (1969). I know why the caged bird sings. New York: Bantam. Boyatzis, C. J. (1992). Let the caged bird sing: Using literature to teach developmental psychology. Teaching of Psychology, 19, Boyatzis, C. J. (1994). Using feature films to teach social development. Teaching of Psychology, 21, Card, O. S. (1977). Ender s game. New York: Tor. Fleming, M. Z., Piedmont, R. L., & Hiam, C. M. (1990). Images of madness: Feature films in teaching psychology. Teaching of Psychology, 17, Hahn, D. (Producer), Allers, R. (Director), & Minkoff, R. (Director). (1994). The lion king [Videotape]. (Available from Disney Home Video).
7 Ender s Game 53 Hettich, P. (1990). Journal writing: Old fare or nouvelle cuisine? Teaching of Psychology, 17, Junn, E. N. (1989). Dear mom and dad : Using personal letters to enhance students understanding of developmental issues. Teaching of Psychology, 16, Kirsh, S. J. (1996). Newspaper portfolios: Do they work in second-level courses? Psychology: A Journal of Human Behavior, 33 (1) Kirsh, S. J. (1998). Using animated films to teach social and personality development. Teaching of Psychology, 25, Lips, H. M. (1990). Using science fiction to teach the psychology of sex and gender. Teaching of Psychology, 17, Rider, E. A. (1992). Understanding and applying psychology through use of news clippings. Teaching of Psychology, 19, Walton, M. D. (1988). Interviewing across the life span: A project for an adult development course. Teaching of Psychology, 15, Steven J. Kirsh is an assistant professor of psychology at the State University of New York, Geneseo. He primarily teaches introductory psychology and several courses in developmental psychology. His research focuses on the influence of violent media on social information processing. In addition, he investigates teaching techniques/assignments in psychology.
AP Psychology 2013 2014 Ms. Samuelson Per 6 Contact Ms. S firstname.lastname@example.org Wscacademy.org The school s website has a homework tracking system that will send email reminders to students and
202 HUMAN DEVELOPMENT AND LEARNING. (3) Theories and concepts of human development, learning, and motivation are presented and applied to interpreting and explaining human behavior and interaction in relation
Course Descriptions Psychology PSYC 1520 (F/S) General Psychology. An introductory survey of the major areas of current psychology such as the scientific method, the biological bases for behavior, sensation
Students Create YouTube Videos: Evidence of Meaningful Learning Alandra Weller-Clarke, PhD MISTOP February 21, 2014 Background In its report, the National Council for Accreditation of Teacher Education
ENGLISH 9 ENGLISH LANGUAGE ARTS TESTING OUT EXAM ANN ARBOR PUBLIC SCHOOLS Sytlabns HURON/PIONEER HIGH SCHOOL English 9 2nd semester Passing standard (C+) For the exam, students must provide their own pens,
Why Study Psychology at The University of Western Ontario? The Psychology Department at Western has over 50 faculty members representing seven Areas of Research Excellence. They work with talented graduate
Mission English 2 - Journalism Mitch Martin: email@example.com To educate students to be self-directed learners, collaborative workers, complex thinkers, quality producers, and community contributors
Animation Overview of the Industry Arts, AV, Technology, and Communication Lesson Plan Performance Objective Upon completion of this assignment, the student will have a better understanding of career and
I.B. SPECIFIC TEACHING FIELDS Standards for Certification in Early Childhood Education [26.110-26.270] STANDARD 1 Curriculum The competent early childhood teacher understands and demonstrates the central
Neil Hauenstein Virginia Polytechnic Institute and State University Dawn Riddle University of South Florida Before introducing the column for this issue, I wanted to publicly thank Laura Koppes for all
Fostering the musical skills of children and their teachers through a newly designed music program Suvi Saarikallio, University of Jyväskylä Rourke O Brien, Children s Music Foundation This paper was presented
Creative Writing Mrs. Maryjo Williams Room A213 One of the most valuable things we can do to heal one another is listen to each other s stories. ----- Rebecca Falls Course Description This course introduces
Applied Psychology Dr. Marya Howell-Carter, Acting Chair Psychology Dept. Bachelor of Science Degree The Applied Psychology program leads to a Bachelor of Science degree with a concentration in Industrial/Organizational
My Dream Class: How I Would Like My Spanish Class to Be Manuel Galofaro, Suffolk County Community College In my dream Spanish class, students are engaged and not afraid to participate or to ask a question,
Scientists Teaching Science Barbara Houtz January 13, 2014 Instructional Design The systematic design of materials, activities, and interactive environments for learning. Broadly informed by educational
Somerset Virtual Academy COURSE CATALOG 2015-2016 Somerset Virtual Academy provides the following services and benefits to its students: ACCESS: Full access to an extremely diverse, fully-accredited course
COURSE TITLE COURSE DESCRIPTION CA-00X COMMUNICATION EXIT INTERVIEW All graduating students are required to meet with their department chairperson/program director to finalize requirements for degree completion.
On the Use of Developmental Portfolios for Growth and Assessment Alec J. Engebretson, Ph.D. Associate Professor of Information Science and Technology Doane College Crete, NE 68333 firstname.lastname@example.org
1 DEVELOPMENTAL ASPECTS OF PSYCHOLOGY (ONLINE) SYLLABUS (VERSION 9/21/15) Fall 2015 DE ANZA COLLEGE Course ID: PSYC- D014.63Z Title: Developmental Aspects of Psychology Professor: Dr Melissa Tamas CRN:
Master of Arts, Counseling Psychology Course Descriptions Advanced Theories of Counseling & Intervention (3 credits) This course addresses the theoretical approaches used in counseling, therapy and intervention.
EDU 330: Developmental and Educational Psychology Course Syllabus Spring 2015 Professor: Dr. Daniel C. Moos Office: (507) 933-7448 Email: email@example.com Class: Tuesday & Thursday (Mattson, 102) 9:00
High School Psychology Kansas Course Code # 04254 The American Psychological Association defines Psychology as the study of the mind and behavior. The discipline embraces all aspects of the human experience
Student Union B, Room 100 (501) 569-3160 Professional and Master of Arts in Professional and Technical Writing Technical Writing The Master of Arts in Professional and Technical Writing (PTW) program provides
Unit: Psychological Research Collection of Instructions and Worksheets INTRODUCTION TO PSYCHOLOGY Name RESEARCH EXPERIMENT (400 points) The goal of this project is to provide you with the experience of
!1 COMMENTS ARE MADE BY STUDENTS ON THEIR QUESTIONNAIRES. WE HAVE MADE NOT EDITING OR SELECTING OF COMMENTS. ALL TYPOS ARE AS WRITTEN. For each of the areas below answer the question by placing a check
Introduction: Blended learning is defined as to combine Face-to-Face instruction with computer-mediated instruction Graham 2006. Mixing technology and content does not necessarily yield effective learning.
Instructor: SYLLABUS EDU 541:Foundations of Special Education Online Course located at https://test.blackboard.american.edu/ Summer 2010 Sarah Irvine Belson Office: American University, Gray Hall 120 Phone:
Assignment: Research Experiment Instructor Guide UNIT: PSYCHOLOGICAL RESEARCH Standards that Apply to this Assignment National Standards for High School Psychology Curricula August 2005 Standard Area IA:
Notebook Exercises Improving Research Note Taking Skills SUBJECT: All subjects LIBRARY MEDIA: Grade: 6 12 TIMEFRAME: 60 minutes INTRODUCTION: The Common Core Standards for English Language Arts state that
CATALOG 2010-2011 Undergraduate Information College of Arts and Sciences Communications Course Descriptions ADV008: Principles of Advertising Theory, principles and functions of advertising; its role in
Website: Designlearning.org Example of a Well-Designed Course in: COMMUNICATION DISORDERS Name: Jennifer C. Dalton, Ph.D. Name of Institution: Appalachian State University 1. Specific Context The subject
EFRT 305 Human Development and Learning Required Textbooks: Slavin, Robert E., (2010). Educational psychology: Theory and practice. 9 th Ed. ISBN: 9780137034352 EMSP Registration: This course has a field
Fourth Grade Writing : Text Types and Purposes Essential Questions: 1. How do writers select the genre of writing for a specific purpose and audience? 2. How do essential components of the writing process
COURSE SYLLABUS: PSYC S2630 Social Psychology MW 9:00a - 12:10p 608 SCHERMERHORN HALL Summer 2016 Instructor: Dr. Joshua M. Feinberg Office: Milbank 415n Office hours: After class Mondays and Wednesdays
Department: Psychology MSU Departmental Assessment Plan 2007-2009 Department Head: Richard A. Block Assessment Coordinator: Richard A. Block Degrees/Majors/Options Offered by Department B.S. in Psychology
Instructional & Motivational Strategy Plan Anthony Saba Dr. Lisa Dawley Edtech 512: Online Course Design 10/18/2009 2 Table of Contents Instructional Strategy Plan... 3 Orientation to Learning... 3 Instructional
Course Description OTTAWA ONLINE COM 30163 Interpersonal Communication Examines models of relational interaction, verbal and nonverbal messages, language use, critical listening, relational dynamics, self-concept,
JUVENILE ISSUES CRIJ 1313 COURSE SYLLABUS COURSE DESCRIPTION: 3 Credit Hours-A study of the juvenile process. Topics include specialized juvenile law, role of the juvenile courts, role of police agencies,
How To Write a Feature Story Popular content of print, electronic and Internet media What Are Feature Stories? Feature stories are human-interest articles that focus on particular people, places and events.
College faculty insider s guide to the first day of class Dave Ferreira The first class meeting of any course is more important than many faculty realize. It sets the tone for what is to follow and can
PARENTS GET TOGETHER TO SUPPORT EACH OTHER: Group helps parents of teens cope By Dawn Frasieur The Berkeley Voice, April 2, 1992, p. 3 and 12. The conversation moved from subject to subject: the crisis
How to Write a Research Paper/Book Review An analytical book review will identify the book s thesis, and evaluate / critique the author s argument, evidence, and conclusions. In the first paragraph you
Course: Introduction to Sociology Kirkwood Community College CASTLE Case Study Analysis Questions Introduction to Sociology Jeff Sherman May 4, 2004 Learning Outcomes: Evaluate the techniques of different
TENNESSEE TECHNOLOGICAL UNIVERSITY Department Of Counseling and Psychology School Counseling Handbook Revised May, 2009 1 TABLE OF CONTENTS CONCEPTUAL FRAMEWORK... 2 PURPOSE OF THIS HANDBOOK... 3 PURPOSE
The SAMR Model: Integrating Bitstrips for Schools Ministry Licensed Resource Title: Description of resource Bitstrips for Schools http://www.bitstripsforschools.com Bitstrips for Schools is an online educational
APPLIED SOCIAL PSYCHOLOGY FOR UNDERSTANDING AND MANAGING SOCIAL PROBLEMS AT SCHOOL Prof. Dr. Fatbardha Gjini Dr. Johana Myftiu Psychology Department University A. Xhuvani Elbasan, Albania 5-7 October 2012
Dewar College of Education and Human Services Valdosta State University Department of Early Childhood and Special Education SEGC 6040 Technological Support Planning for Children and Youth with Disabilities
Grade 4 Reading and Literature Objectives STATE GOAL 1: Reading with understanding and fluency. 1A. Apply word analysis and vocabulary skills to comprehend selections. 1.A.2a Read and comprehend unfamiliar
University of Minnesota NSCI 4100 001 Fall 2012 01/10/2013 Number of questionnaires = 17 Page 1 of 2 Dr. McLoon was one of the best instructors I have ever had. He presented difficult material in an interesting
Sample Cover Letter & Sample Proposal for Funding Support Uses for Document Proposals to corporations, civic clubs and organizations Simple corporate or foundation grants not requiring specific application
Read a non-fiction book on a subject that you do not know about. Free choice. Read a fiction book by any author that you have not read before. www.teachit.co.uk 2010 12842 Page 1 of 11 Read a non-fiction
Table of Contents Executive Summary...2 Background...3 Activities...4 Role of a textbook for each stakeholder group...4 1. Students:...4 2. Parents...5 3. Teachers:...5 4. Ministries of Education...6 5.
HEARTWOOD Heartwood, an Ethics Curriculum for Children, is a read- aloud literature- based curriculum, aims to teach elementary school students seven universal attributes of good character. Lessons and
Curriculum Map BOE Approval November 2013 CURRICULUM MAP WRITING GRADE 4 SEPTEMBER OCTOBER NOVEMBER DECEMBER JANUARY Creating a Buzz About : It s All About Me! Tell Me A Story Realistic Fiction Tell Me
Article 17 Service Learning in Counselor Education Programs: Combating Truancy Paper based on a program presented at the 2009 American Counseling Association Annual Conference and Exposition, March 19-23,
The mission of Motlow State Community College is to enrich and empower its students and the community it serves. General Psychology HONORS PSYC 1030 CRN: This Course Outline is subject to change with notice.
EDF 6211 Educational Psychology Instructor: Dr. Sharon McGee Time: Tuesday 5:00-7:40 Home: 305-253-8757 Email: firstname.lastname@example.org Room: GC 285 Office Hours: Before and after class General Course Description
PSYC 3200-C Child Psychology 3 SEMESTER HOURS Dewar College of Education Valdosta State University Department of Psychology and Counseling Conceptual Framework: Guiding Principles (DEPOSITS) (adapted from
How to Have a Successful School Library or Classroom Blog By Karen Bonanno How to Have a Successful School Library or Classroom Blog From: Karen Bonanno September 2014 Once you have chosen a topic or focus
Back to School: Working with Teachers and Schools Starting school each fall is a challenge for the student and parents. The following article offers some valuable suggestions as your child starts a new
Janet Russell CNDLS Workshop Goals: 1) Teaching vs. Learning goals Participants will be able to distinguish between teacher-centered and student-centered learning goals. 2) Articulate a set of learning
FLORIDA STATE UNIVERSITY SCHOOL OF COMMUNICATION GRADUATE CERTIFICATE IN DIGITAL VIDEO 1. Purpose. The Digital Video Certificate Program is a response to the changing technological landscape of our mediated
University Department Module Overview Glasgow Caledonian Business school Business Management The Business School has been implementing assessment re-engineering using a variety of technologies, initially
Positive Psychology in the Israeli School System Evaluating the Effectiveness of the Maytiv Center s Intervention Programs in Schools Research Report Dr. Anat Shoshani, Dr. Sarit Steinmetz School of Psychology,
1.2 Reading Informational Text Students read, understand, and respond to informational text with emphasis on comprehension, making connections among ideas and between texts with focus on textual evidence.
General Psychology 201A Syllabus PCC, Cascade Campus, Fall 2006 This syllabus is a written contract between each student and myself, your instructor. Please read it carefully and ask me if anything needs
Assessment Techniques and Tools for Documentation 47 Assessing the Kindergarten Student s Learning Assessment and evaluation are fundamental components of teaching and learning. Assessment is the process
Course Description Midland College Syllabus Communications 1307 Introduction to Mass Communications SCH (3-0) This class is designed to survey the American mass communication functions with emphasis on
Psychology (MA) ACADEMIC DIRECTOR: Carla Marquez-Lewis CUNY School of Professional Studies 101 West 31 st Street, 7 th Floor New York, NY 10001 Email Contact: Carla Marquez-Lewis, email@example.com
Southern Illinois University Carbondale / School of Social Work Syllabus SOCW500-001 / Fall 2014 Tuesdays Office Hours Tuesdays and Thursdays 9-11 AM and 1-3 PM Instructor Contact Info: Dhrubodhi (Dhru)
Discovery Day CAMHS service within Leeds Community Healthcare NHS Trust 4 July 2015 Report Background The CAMHS Discovery Day took place on Saturday 4 July 2015 at Little Woodhouse Hall with a group of
Standard 4 Narrative 4.1 In its curriculum and experiences, the Unit addresses these elements of diversity: ethnicity, race, socioeconomic status, gender, exceptionalities, language, religion, and geographic
Myths and Facts About Online Classes Read each slide carefully. Use the down arrow to advance the slide show. MYTH Online courses are easier than traditional, face-to-face courses. Online courses are at
Unit 4 Social Influences on Health and Wellbeing Unit 4: Social Influences on Health and Wellbeing is an internally assessed, optional, specialist unit with three learning aims: Learning aim A: Explore
SVCC Exemplary Online Course Checklist Purpose of the SVCC Exemplary Course Checklist The SVCC Exemplary Course Checklist has been created to: guide faculty as they prepare a course for online instruction
EARLY EDUCATION ADMPS 1001 SOCIAL FOUNDATIONS OF EDUCATION 3 cr. This course is a broad-based overview of education addressing education issues and policies in the United States. An interdisciplinary approach
MT. DIABLO UNIFIED SCHOOL DISTRICT COURSE OF STUDY COURSE TITLE: AP PSYCHOLOGY COURSE NUMBER: 3774 DEPARTMENT: History/Social Science GRADE LEVEL(s): 11 and/ or 12 CREDITS PER SEMESTER: 5 LENGTH OF COURSE:
The guide contains the following sections and information: s Scoring Components Evaluation Guideline(s) The curricular requirements are the core elements of the course. Your syllabus must provide clear
Graphic Organizers for Common Core Standards-Based READING In-Depth Analysis GRADES 9-10 Created by Tracee Orman www.traceeorman.com www.teacherspayteachers.com/store/tracee-orman CCS RL Graphic Organizers
Course Description OTTAWA ONLINE ECE-30050 Early Childhood Math Methods Examines theories of cognitive development framework to understand how young children acquire math skills, concepts and abilities.
Gamble Montessori High School Course Selection Handbook Prior to completing a course optioning sheet each year, a student and their parents should review these important requirements and considerations: