Linguistic Paper

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You will write a minimum 5-page essay that considers the questions about the history, culture and language use of your family. Research documents and interview a family member to discuss the questions, as outlined below. Finally, write about your own cultural and linguistic experience.

1. Researching your family’s background, cultural and linguistic development

Research the history and place of origin of your family (e.g., Cuban, Black, AfroCuban, Native, Asian American), going back several generations (parents, grandparents, etc.).  For most members of this group, what has been their experience with…

  • Language (Phonology – do they have an accent? How are words pronounced? Morphology – special words used by your family members? Jargon? Syntax – grammar issue? Etc.)
  • Culture
  • Privilege/oppression
  • Migration patterns
  • Education

2. Interview by phone or face-to-face two (2) family members (or close friends if necessary) to document their past and present around their experiences with…

  • Language (Phonology – do they have an accent? How are words pronounced? Morphology – special words used by your family members? Jargons? Syntax – grammar issue? Etc.)
  • Culture
  • Privilege/oppression
  • Migration patterns
  • Educational experiences

3. Analysis

  • How does this family members experiences compare with the typical history of this same group of people?
  • How do you fit into this group (or how do you not fit in)?
  • What did you learn about yourself, those around you, and your future students throughout this semester?
  • How will what you learned this semester influence how you teach?

Developing Measurable Learning Objectives

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Developing Measurable Learning Objectives

[WLO: 3] [CLO: 1]

We will begin the process of developing assessments for an instructional plan using the backward design model. In this model, we begin with the end in mind; therefore, when developing an instructional plan, we begin with the standards that we use to develop measurable learning objectives to ensure alignment. Once that is finalized, educators then create assessments before writing the instructional plans as this will ensure alignment between how we measure learner knowledge with instruction. Assignments in Weeks 1 through 5 will all be used in your Final Paper, so be sure to review your instructor feedback to make any necessary revisions in Week 6.

Prepare

Prior to beginning work on this assignment,

  • Review the Weekly Lesson for Week 1 that provides more explicit details on how to create measurable learning objectives.
  • Read Chapter 4: Learning Objectives, Assessment and Instruction. Be sure to complete the activity at the end of 4.1 that will help you identify measurable learning objectives.
  • Explore the following article about the backward design model (Links to an external site.) Understanding by Design (Links to an external site.).
  • Watch the following video about the backward design model (Links to an external site.) Grant Wiggins – Understanding by design (1 of 2 (Links to an external site.)).
  • Review the Read the Standards (Links to an external site.) web page.
  • Review the  Bloom’s Video (Links to an external site.) and Bloom’s Wheel (Links to an external site.) to help you with writing measurable learning objectives.

Reflect

Consider the following:

  • Teaching does not only happen in classrooms. There are many avenues in which you might need to know how to teach and assess learners. Consider what area of teaching you envision yourself. Do you see yourself as a classroom teacher, a corporate or health trainer, a military trainer, for example?
  • Consider what type of learners you would be teaching and the content area of interest.

Content Instructions (Due Monday, Day 7)

Complete the following:

  • Fill out the Week 1 Developing Learning Objectives Assignment Template (see Weekly Lesson for Week 1 for an exemplar). The Week 1 template is what you will submit to Waypoint.
  • Highlight your chosen path that you foresee yourself teaching in (ex. PreK, K through 12, Military Trainer, Corporate Trainer, Health Trainer, etc.)
  • Copy and paste a selected standard from the following options:
    • Pre-K standards of your state.
    • Common Core State Standards (CCSS) that are for math and reading (see Read the Standards (Links to an external site.)).
    • K-12 standards of your state if you do not follow the CCSS or if you choose a different content area than math and reading.
    • Standards that are outside the discipline of the public schools (e.g., military, corporate, healthcare, etc.)
  • Develop three measurable learning objectives that align to your selected standard.
    • Check out Week 1 Weekly Lesson, which will provide additional support for developing your objectives.
    • Use the Bloom’s Wheel (Links to an external site.) to help you create three learning objectives within three different cognitive (thinking) levels. Be sure to label each objective with the level of thinking from Bloom’s Taxonomy.
    • Select from the verbs in the middle section of the wheel when writing your measurable learning objectives. Having measurable objectives makes writing your assessments so much easier!

Writing and Formatting Expectations

Your Developing Measurable Learning Objectives assignment

  • Complete the Week 1 Developing Learning Objectives Assignment Template.
  • Must include a separate title page with the following:
    • Title of paper
    • Student’s name
    • Course name and number
    • Instructor’s name

Discussion Board 6 Critical Analysis On Logical Fallacies

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The reading for week 6 is Chapter 9: “A Logician’s View: Deduction, Induction, Fallacies” on pages 335 to 365. For this week’s discussion board please tell us if you have even heard of logical fallacies before, or if this is the first you have become aware of them. Also please let us know which of the fallacies mentioned in chapter 9 (especially on pages 353-362) you have either seen personally or think would be very tempting for someone to use and why.

 

A little back ground to help you write:

Yes, I have heard of logical fallacies before in my philosophy 103 but did not grasp concept thus why am taking ENG 116.

Fallacies that seen most of them but once that I think are common are:

Hasty generalization fallacy

Appeal to pity fallacy:

Appeal to ignorance fallacy

Missing the point fallacy

Post hoc fallacy

Appeal of authority fallacy

Individual Student Profile. Capstone

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(Early childhood education is the name of the course.)

Personal Philosophy of Learning

After the introduction, your personal philosophy would follow, describing aspects of your own learning, and if you are an educator, how you see learning as an aspect of teaching. What critical components are essential for the learning process to be successful? At this point, the instructions call for a thesis statement.

This portion of the profile is unique to your thinking, addressing basic tenets of your belief. Learning, by its nature, involves change. How does this aspect factor into your philosophy? Asking yourself questions or making statements is one approach to creating a philosophy. Even though you may have done this numerous times, defining what you think today is important to measure how you might think tomorrow.

Goal Statement One

The directions ask for three to five goal statements. These can be simple or complex but either approach should welcome the ability to measure accomplishment. If fluency in another language is a goal, we measure fluency by an action. Considering how you might measure growth towards your goal is one way of helping to define the goal itself.

Goal Statement Two

Various reasons exist for wanting to pursue a graduate degree. Be honest. Be thoughtful. Each goal statement should be reflective of what you actually want to achieve. These define what you are willing to accomplish to reach graduation, much like stepping stones help to cross a stream to reach the other side.

Goal statement 3,4, 5.

Conclusion