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When reading these chapters I felt like there’s a lot of useful things I need to be using not only for this class but other classes as well. In the last presentation there were things I lagged on.

For example in one of the sections it said using more than one examples are crucial to when making a point or presenting something. I did not use enough examples in my presentation which made not only my presentation less on time but less informative to my audience. Another problem I tend to have trying to organize things I brainstorm.When I write them out but I usually end up having my Information in all types of places. I also Like the advice the book gave on how using note cards Instead of lined paper would be more effective and easier. One section I found that want as helpful was the statistics part. I haven’t had many assignments In any of my classes that had me use visual lad for statistics.

I felt they should have cut down on the Information on the statistics and elaborated more on the comparison and contrast.I wanted to know what other ways I can use comparisons and contrasting when vying my speech and what benefits can be used as well. I haven’t used compare and contrast in a while and I forgot most of the benefits it gives. Were things I lagged on. For example, in one of the sections it said using more than one example is crucial to when making a point or presenting something. I did not use enough examples in my presentation which made not only my presentation less on time but less informative to my audience. Another problem I tend to have trying to information in all types of places.

I also like the advice the book gave on how using tot cards instead of lined paper would be more effective and easier. Assignments in any of my classes that had me use visual aid for statistics. I felt they should have cut down on the information on the statistics and elaborated more on contrast In a while and I forgot most of the benefits It gives. Com 122 Chapter 5 6 Outline By stay_bountiful One section I found that want as helpful was the statistics part. I haven’t had many giving my speech and what benefits can be used as well.

Teaching to Change the World”

Teaching to Change the World”.

Use Critical Theory to investigate the meaning “across” the following assigned readings for this section: Reading Text: Teaching to Change the World” 5th Edition, By Oakes, Lipton, Anderson, & Stillman, Chapter 3: Politics and Philosophy: The Struggle over Curriculum (pp. 75-110) To complete the assignment, write a one-to-two-page, double-spaced paper with 1-inch margins on all sides and include your full name, date, and the heading: Critical/Analytical Response #4. This paper must address the following questions: What is privilege and does it seem to underlie one paradigm more than the other? Why? Think about the schools viewed in the videos, the readings, as well as your own experiences and respond to the question: “Which schools tend to reflect the traditional or transmissive philosophical paradigm and which reflect the progressive or transactive one?” How does the traditional or transmissive philosophical paradigm align to ethnocentric monoculturalism? In thinking about the traditional or transmissive philosophical paradigm through a lens other than your default one, write some informal ideas critiquing the claim that this paradigm is apolitically anchored in objective facts and that it is political and includes subjectivity based on socially constructed knowledge based on ethnocentric and sociocentric monoculturalism/ How might the cry “back-to-basics” constitute rhetoric, not about curriculum, but about adherence of the traditional transmissive paradigm and in ethnocentric monoculturalist values such as “Americanism,” with poor students of color being the targets of such rhetoric? How does the emphasis on inclusion of cultural pluralism into the curriculum by John Dewey and Jane Addams (1800s and 1900s) differ from contemporary policies of educating poor minoritized groups and immigrants? How has the resurgence of “scripted” lesson plans in response to standardization and “high stakes” testing reflect political interests and ideologies undermining teachers’ approach to curriculum (i.e., curricular reductionism)? How has use of standardized tests resulting in excessive drilling rather than reciprocal use of listening, speaking, reading, writing, and viewing to promote literacy development as a tool for thinking changed education? How do ideologies impact policy development and what are some examples of laws and policies illustrating this?

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