Prior to beginning work on this assignment, review the Research Guides and Tutorials under the Getting Research help tabs in the Ashford University Library.

Prepare: Knowing how to thoroughly research a topic is extremely important while achieving your education. You may be asked to support your information with peer-reviewed scholarly resources, but how can you find this type of resource? The Ashford University Library allows you to search through different avenues to find the requested types of resources. You can narrow your search by the author, year published, title, subject, and by indicating what type of resource you are looking for. You even have access to a librarian if you need some guidance in finding more resources on your topic.

Reflect: Given that you have been in college for awhile, it’s time to reflect on what you have learned through the use of the Ashford University Library in relation to how you learned to acquire new information from a variety of sources.

Write: This week, you will take the Threshold Achievement Test for Information Literacy (TATIL) (Links to an external site.). This test is not graded, and your results are anonymous. The TATIL assesses students’ ability to recall and apply their knowledge and their metacognition about core information literacy dispositions that underly their behaviors. Through this combination of knowledge and dispositional assessment, TATIL offers a unique and valuable measure of the complexities of information literacy. The results of this assessment will guide Ashford University in developing the best possible library resources and research methodologies training.

After completing the TATIL (Links to an external site.), in a two- to three-paragraph response with each paragraph consisting of five or more sentences,

• Describe your experiences using resources, including concerns encountered when conducting academic research through the Ashford University Library. Areas of concern may include developing a research strategy, using the search function within a database, or evaluating sources.
• Explain how using the Ashford University Library has improved your experience in conducting research. For example, you could identify and explain how specific tutorials that you have used have helped improve your ability to conduct research.

The Information Literacy paper

• Must include at least two paragraphs (of at least five sentences each) that respond to the two prompts, and that are formatted according to APA style as outlined in the Ashford Writing Center and formatted according to APA style as outlined in the Ashford Writing Center’s APA Style (Links to an external site.) resource.
• Must include a separate title page with the following:
  • Title of paper
  • Student’s name
  • Course name and number
  • Instructor’s name
  • Date submitted
  • Running header with page numbers

For further assistance with the formatting and the title page, refer to APA Formatting for Word 2013 (Links to an external site.).

• Must have no more than 15% quoted material in the body of your essay based on the Turnitin report.
• Must include a separate references page when citing specific sections and/or tutorials of the Ashford Writing Center. See the Formatting Your References List (Links to an external site.) resource in the Ashford Writing Center for specifications.

Required Resources

Book

Bhargava, V. K. (2006). Introduction to global issues. In V. K. Bhargava (Ed.), Global issues for global citizens: An introduction to key development challenges,1-22. Retrieved from http://ebookcentral.proquest.com

• The full-text version of this book chapter can be accessed through the Ebook Central database in the Ashford University Library. These few pages provide a brief summary of globalism, the globalist movement, and some of the major issues that result from an increasingly globalized society. Some of the more troublesome issues are especially highlighted. This book chapter will assist you with your Globalization and Its Ethical Implications discussion this week.

Articles

Ahmad, A. (2013). A global ethics for a globalized world. Policy Perspectives, 10(1), 63-77. Retrieved from https://www.jstor.org/journal/polipers

• The full-text version of this article is available through the JSTOR Journals database in the Ashford University Library. The universality of religious principles makes them applicable not just for the individual or community but for all of humankind. Thus, they can be applied globally in the modern world. This article will assist you with your Globalization and Its Ethical Implications discussion this week.

Bereiter, C., & Scardamalia, M. (n.d.). What will it mean to be an educated person in the mid-21st century? (Links to an external site.) Retrieved from https://www.ets.org/Media/Research/pdf/bereiter_scardamalia_what_will_mean_educated_person_century.pdf

• This article makes the case that those with advanced education bear the duty of helping the society advance to a more just, fair, and or equitable state. All of society depends upon its educated people, from doctors, teachers, lawyers, etc., and so those people ought to do their best to help build a better society. This article will assist you with your Globalization and Its Ethical Implications and Ethics and Moral Development discussions this week.

Gong, Q., & Zhang, L. (2010). Virtue ethics and modern society–A response to the thesis of the modern predicament of virtue ethics. Frontiers of Philosophy in China, 5(2), 255-265. doi:10.1007/s11466-010-0014-5

• The full-text version of this article is available through the JSTOR Journals database in the Ashford University Library. Although the utilitarian ethic has dominated the last several hundred years and has shaped the current trend towards a global society, the author argues that globalization calls for a return to virtue ethics. “Virtues are a moral resource for modern people to resist modern evils” (p.255). This article will assist you with your Globalization and Its Ethical Implications and Ethics and Moral Development discussions this week.

Hill, L. (2015). Classical stoicism and the birth of a global ethics: Cosmopolitan duties in a world of local loyalties. Social Alternatives, (1), 14. Retrieved from https://www.informit.org/informit-literature-culture-collection

• The full-text version of this article is available through the Informit Literature & Culture Collection database in the Ashford University Library. The author explains how classic Stoic thought shaped an ethic of the cosmopolitan. This cosmopolitan aspect of stoicism can better inform a global ethics in the trans- and supra-national nature of globalization. This article will assist you with your Globalization and Its Ethical Implications discussion this week.

Jwood00. (2017, December 18). Responsibilities of an educated person (Links to an external site.) [Blog post]. Retrieved from http://jwood00.hubpages.com/hub/Responsibilities-of-an-educated-person

• The author makes the case that an educated person’s responsibilities and duties extend beyond the family and work place and must be extended into a wider context that includes others in the world and into the future. These responsibilities grow from the wider and deeper breadth of knowledge that comes from a college education. This article will assist you with your Ethics and Moral Development discussion this week.
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Kohlberg, L. (1975). Moral education for a society in moral transition (Links to an external site.). Retrieved from https://pdfs.semanticscholar.org/2d3c/a61129849afee57fa60624041f8a4997d64f.pdf

• This article provides Kohlberg’s theory concerning levels of morality along with the six stages of moral reasoning that exist within those three levels. The article provides the different age ranges in which moral reasoning becomes more apparent as a person gets older. The article points out that it is rare that anyone reaches the 6th and final stage or moral reasoning. This article will assist you with your Ethics and Moral Development discussion forum this week.
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The Blogxer. (2012, March 17). Responsibilities of an educated person (Links to an external site.) [Blog post]. Retrieved from http://enlighten-me-not.blogspot.com/2012/03/responsibilities-of-educated-person.html

• The blog provides the three main responsibilities that educated persons must take on. These responsibilities are an outgrowth of their education and can be the basis for helping make the world a better place for everyone. This article will assist you with your Ethics and Moral Development discussion this week.
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Multimedia

Yi, J. (Director & Producer), Giddy, P. (Director). Altinay, H., Laffont, G., Weinhardt, C., Wiese, J., … Qiu, Y. (Producers). (2012). Global civics: Social ethics in an interdependent world (Links to an external site.) [Video file]. Retrieved from https://fod.infobase.com/OnDemandEmbed.aspx?token=53720&wID=100753&plt=FOD&loid=0&w=640&h=360&fWidth=660&fHeight=410

• The full version of this video is available through the Films On Demand database in the Ashford University Library. Producers Jian Yi and his team asked different people across five continents an important question: “Given the high level of interdependence, isn’t it more important than ever to be aware of the effect of our actions on the rest of the planet?” The individuals that were asked this question consisted of businesspeople, artists, students, economists, and so forth. The outcome of this video is seeing the dire need for people to increase a sense of social responsibility. This video will assist you with your Globalization and Its Ethical Implications discussion this week.
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Web Page

Newton, L. (1998 ). Decision procedures for Ethics: DEAL carrying on without resolution (Links to an external site.). In Doing good and avoiding evil [Manual]. Retrieved from http://www.rit.edu/~w-ethics/resources/manuals/dgae1p7.html

• The author discusses the differences between good and evil principles and their relation to critical reasoning. The author then discusses the ways in which critical thinking may be used in resolving ethical dilemmas. This web page will assist you with your Ethics and Moral Development discussion forum this week.
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This activity builds upon the Proficiency Level Analysis assignment from Topic 3. You will use the groups that you created in that topic for this assignment.

Select a passage appropriate for seventh grade students to utilize within this assignment. Create a 5-8 slide PowerPoint that could be used to demonstrate vocabulary strategies to your colleagues. Your PowerPoint should include the following:

1. Key vocabulary that you would pre-teach the students in Ms. Jensen’s class;
2. One strategy you would use to pre-teach this vocabulary to this group of students; and
3. One strategy to practice this vocabulary later in the lesson.

In addition, include a reference slide with 3-5 references

Running head: PROFICIENCY LEVEL ANALYSIS 1

 

PROFICIENCY LEVEL ANALYSIS 4

 

 

 

 

 

Proficiency level Analysis

Vanessa Gonzalez

ESL-433

 

 

 

 

 

 

 

 

 

 

 

 

In Ms Jensen’s 7th grade class, students can be placed into different groups depending on their proficiency levels. Considering her class, there are 5 levels of the proficiency which when placed from highest to lowest level are Pre-Emergent, Emergent, Basic, Intermediate and lastly Proficient level. When I look at the AZELLA scores, the method that I would use would be placing students with highest proficient levels with those who have the lower levels (ELL) so that those who better understand how to listen, read, speak and write can teach those are not well versed with these English art activities.

Considering the score sheet, student such as Rebecca with Basic and Emergent would be classified with the student such as Aryanna with Proficient and Intermediate where Aryanna would teach, train and help Rebecca to write, speak, listen and write English Language art activities. This process of grouping student is what is commonly referred to as Cross-ability where students with different level of the proficiency level are paired together (Van Steendam et al…, 2014). This means students in higher levels are paired with students in the lower levels so that they can help them and support them to master English art activities.

In the roster, there are 15 students and using this number and how they are spread depending on their proficiency levels, I would create 5 groups where each group have 3 students. Group 1 would contain Aryanna, Hailey and Desiree; group 2 would contain Roman, Carlos and Gabriel; Group 3 would contain Jacob, Noah and Suzanne, Group 4 would contain Jude, Petie and Rebecca and Group 5 would contain Corynn, Jerry and Michael. In each of the five groups, it would contain students with higher levels (Proficient, Intermediate) and lower levels (Pre-Emergent, Emergent, Basic). This kind of pairing is very important because students with higher levels would offer necessary support to the students with lower levels (ELL) and also act as their role models. Similarly, smaller groups of 3s are manageable and teacher can easily identify areas that need assistance and ultimately ensure students in lower levels get adequate knowledge and understanding.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

References

Van Steendam, E., Rijlaarsdam, G. C. W., Van den Bergh, H. H., & Sercu, L. (2014). The mediating effect of instruction on pair composition in L2 revision and writing. Instructional Science, 42(6), 905-927.