Order ID:89JHGSJE83839 | Style:APA/MLA/Harvard/Chicago | Pages:5-10 |
Instructions:
Goals and Plans for History Course Engagement Essay
Instructions
Write a bullet-point essay using the following questions as a guide to critically assess your progress toward achieving your engagement goals and plans for this course using the following questions as a guide. Please complete all of the questions and prompts. If you’ve forgotten your goals and plans, refer to your “Action Plan” (Self-Evaluation #1). Make a copy of this file to use as a reference for your final self-assessment.
Be as honest and realistic as you are capable of being about yourself. Please don’t write anything you think I’d enjoy reading. I’m assessing your (written and demonstrated) ability to self-assess, self-evaluate, and self-correct your course engagement in order to meet your objectives. If what you write contradicts your classroom performance, that will be obvious to me and suggest a lack of commitment to the self-evaluation process.
If you’re unsure, just follow the directions and give the most honest and complete answer you can.
Before the deadline on the syllabus, submit your essay in the Canvas Drop Box.
1) Review and evaluate your Action Plan as well as the course’s original objectives (see Self-Evaluation #1). Describe how far you’ve come toward achieving your goals. Explain any changes you’ve made to your objectives.
2) Consider how far you’ve come this semester: How critical is it for you to participate in this course in order to be successful? At least three ways in which you have been successful in this course should be discussed. How have you managed your course engagement and/or overcome any self-destructive habits that threatened to derail your Action Plan by utilizing your strengths? Have you been able to overcome any flaws? This semester, what new skills have you discovered? Did you fully comprehend your responsibilities this semester? What has changed in your commitments since the first Self-Evaluation? Have you made any changes to your course’s objectives or Action Plan steps as a result of this?
3) Building on what we’ve talked about in class: Discuss your most important beliefs, values, and attitudes in a few sentences. How can you use your values, beliefs, and attitudes to help you engage in this course and succeed? In any of your other classes? In general, at school? Describe how your current level of course engagement aligns with your personal values and goals, or how it does not. What can you do to reduce inconsistency if it isn’t consistent?
4) Consider course content: What have you learned about the subject matter, skills, ways of thinking, and working so far in this course? So far, which subjects have you enjoyed the most? So far, which methods / practices have you enjoyed the most? Explain how the methods and practices we’ve looked at can help you succeed in your other classes.
5) Assess and evaluate your own level of participation in this course: At least three positive aspects of this course should be mentioned. What positive changes are you noticing in your attitude, confidence, and perspectives on this subject? Have you finished all of your assignments? Describe what strengths and resources you can use to improve if you’ve had trouble with the assignments or engaging.
6) Assess and evaluate your own attendance in class. Did you miss any classes or arrive late? Why? Outside of the classroom, how are you interacting with the course materials? How many days have you been prepared for class? How can you improve your ability to prepare for class?
7) Evaluate and assess both A) the overall class group dynamic (explaining how that dynamic could be improved and what you can do to help), and B) your own role within that class group dynamic. Explain the relationship between engagement and the “community of learning.” Describe at least three ways in which you support the classroom’s “community of learning.”
8) Assess and evaluate your own contribution to our class discussions. What do you do and what can you do to help students have productive classroom discussions? What can you do specifically to make these discussions more fruitful? What did you do in class to help you stay focused?
9) Explain how your personal values and strengths have helped you overcome any problems or challenges this semester (in general and/or in this course). Did you seek assistance when and if you required it? Who did you get it from?
10) In each of the assignment groups, what is your current grade percentage on Canvas? (Note: Because Canvas doesn’t show these percentages, you’ll have to figure them out for each category.) Use the following formula: Taking the sum of your current points and dividing it by (total points possible less excused points). Describe any steps you’re taking to improve your grades on your assignments.
11) Describe how your decisions about whether or not to participate in this course will affect your performance and success in other courses.
12) Reconsider your initial Action Plan: Which strategies/practices have proven to be the most effective? What changes do you need to make to help you achieve your original or revised goals? Revise your Action Plan and re-state it.
Goals and Plans for History Course Engagement Essay
RUBRIC |
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Excellent Quality 95-100%
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Introduction
45-41 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned. |
Literature Support 91-84 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned. |
Methodology 58-53 points Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met. |
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Average Score 50-85% |
40-38 points More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided. |
83-76 points Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration. |
52-49 points Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met. |
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Poor Quality 0-45% |
37-1 points The background and/or significance are missing. No search history information is provided. |
75-1 points Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration. |
48-1 points There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met |
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Goals and Plans for History Course Engagement Essay |
Goals and Plans for History Course Engagement Essay