Order ID:89JHGSJE83839 | Style:APA/MLA/Harvard/Chicago | Pages:5-10 |
Instructions:
Reading Comprehension Assignment
Q&A
Address any issues from prior session.
5.1 Objective
Apply and test methods to increase reading comprehension.
Whole Task Objectives
Understand the purpose of measurement and obtaining measures.
Apply and test methods to increase reading comprehension and learning.
Pretest
Did you try SQ3R? What was your overall impression? What was good about it? What
was not so good?
What is your current reading rate?
Relevancy
Practice makes perfect. Perhaps, but practice makes for greater proficiency. Delving a
little deeper into SQ3R might lead to some personal revelations about using this tool.
If we encounter a man of rare intellect, we should ask him what books he reads. — Ralph Waldo Emerson
Prior Learning
Review the SQ3R acronym describing the five steps of the strategy: Survey (or Skim),
Question, Read, Recite (or Recall) and Review (“SQ3R.” 2009; “The SQ3R Method.”
n.d.; “The SQ3R Reading Method.” n.d.).
title, objectives, section headings, section subheadings, introduction or abstract,
and summary.
What questions are the sections asking? Translate each section heading into a
question.
only a section at a time and as you read each section attempt to answer the
associated question.
in a written form a phrase that answers the questions and summarizes the topic
of each section. If you can be conversational about the topic, you probably have
a reasonable understanding of it. Thus, it is important that you use your own
words when completing this step.
attempt to recall all of the major points you have produced for the chapter
sections. If you are unable to recall a major point, reread that section. On the
following days, page through the text and your notes to reacquaint yourself with
the important points. Make flashcards or other tools to assist yourself in learning
the information.
Activity
In preparation for next class, spend about five minutes reading Zaccaro’s Trait-based
perspectives of leadership using SQ3R.
How much of the SQ3R process were you able to complete?
Using Think-Aloud Pair Problem Solving (TAPPS) collaborative groups of two will
relate the five steps of SQ3R to the reading. Given the approximately five minutes you
applied SQ3R, what were you able to accomplish and what did you learn about
applying the SQ3R process to a complex reading?
Follow-up
Has the amount of time you spend reading for comprehension increased or
decreased? Explain.
Whole Task Objectives Follow-up
Describe how applying reading comprehension tools, such as SQ3R, can have an
impact on your reading comprehension and learning?
Toolbox SQ3R
5.2 Objective
Describe how to link reading, comprehension, and classroom success.
Whole Task Objectives
Understand the purpose of measurement and obtaining measures.
Apply and test methods to increase reading comprehension and learning.
Relevancy
Recall that reading comprehension was affected by vocabulary knowledge and good
reading strategies. Pressley (2001) points to the well established correlation that good
comprehenders tend to have good vocabularies but there is also viable research
showing that teaching vocabulary will increase readers’ comprehension.
It is a miracle that curiosity survives formal education. –Albert Einstein
Activity
Increases in reading comprehension can be found in effective reading strategies, such
as SQ3R or Survey (or Skim), Question, Read, Recite (or Recall) and Review. Recall that
identifying how you are allocating your time and then performing an optimizing
process to better address your time needs can be an effective method for reducing
stress, improving time management, and setting and fulfilling classroom goals.
Identify or propose some personal methods for improving you classroom success as it
relates to your reading. For example, allocating a certain amount of time in your daily
schedule might be a useful technique. What are some others that might work for you?
Using Think-Aloud Pair Problem Solving (TAPPS) collaborative groups of two will
identify a technique that will make using reading strategies, such as SQ3R, more
effective.
Follow-up
What is/are your techniques for improving classroom success?
In preparation for next class complete the reading of Zaccaro’s Trait-based
perspectives of leadership using SQ3R.
Whole Task Objectives Follow-up
Describe how linking reading, comprehension, and classroom success can have an
impact on your reading comprehension and learning?
Toolbox Personal efficiency method
References
Pressley, M. (2001). Comprehension instruction: What makes sense now, what might
make sense soon. Reading Online, 5(2). Retrieved Feb 10, 2009 from
http://www.readingonline.org/articles/handbook/pressley/index.html
SQ3R. (2009, January 4). In Wikipedia, The Free Encyclopedia. Retrieved 18:30,
February 11, 2009, from http://en.wikipedia.org/w/index.php?
title=SQ3R&oldid=261900004
The SQ3R Method. (n.d.). Retrieved February 11, 2009, from
http://www.ic.arizona.edu/ic/wrightr/other/sq3r.html
The SQ3R Reading Method. (n.d.). In Study Guides and Strategies. Retrieved February
11, 2009 from http://www.studygs.net/texred2.htm
http://www.studygs.net/texred2.htm
http://www.ic.arizona.edu/ic/wrightr/other/sq3r.html
http://en.wikipedia.org/w/index.php?title=SQ3R&oldid=261900004
http://en.wikipedia.org/w/index.php?title=SQ3R&oldid=261900004
http://www.readingonline.org/articles/handbook/pressley/index.html
Q&A
Address any issues from prior session.
6.1 Objective
Describe trait-based perspectives of leadership.
Whole Task Objectives
Understand the purpose of measurement and obtaining measures.
Apply and test methods to increase reading comprehension and learning.
Relevancy
Trait-based theory is an early leadership concept that describes the types of behavior
and personality characteristics associated with effective leadership. The concept of
leader traits and attributes predates the rigor of modern scientific study of leadership
reaching back into thousands of years into antiquity.
The day soldiers stop bringing you their problems is the day you have stopped leading them. They have either lost confidence that you can help them or concluded that you do not care. Either case is a failure of leadership. –Colin Powell
Prior Learning
Recall that the process for reading research can be made more time efficient and
understandable by not immediately reading the article from beginning to end, but by
first going through a more selective and therefore briefer reading process. . When we
have many articles to review or time is a limitation, this briefer process allows us to
better grasp the whole of the article without necessarily reading every word or
understanding all of the complex statistics and charting that might be involved. Apply
the SQ3R technique for a comprehensive understanding of an article.
o Begin by reading the title.
o Read the abstract.
o Scan the introduction to identify the questions being asked or the hypotheses
being tested.
o Read the conclusion to determine how the questions were answered.
o In a research study, scan the methods section to determine how the experiment
was conducted.
o In a research study scan the discussion to obtain a more detailed account of how
the questions were answered. In a shorter study the discussion and conclusion
may be blended into a single section.
o Read the entire article.
Pretest
What is your definition of leadership?
Do you think leaders are born with inherent leadership traits? Explain.
Activity
Zaccaro, Kemp, and Bader (2004) state that “leader traits are relatively stable and
coherent integrations of personal characteristics that foster a consistent pattern of
leadership performance across a variety of group and organizational situations. These
characteristics reflect a range of stable individual differences, including personality,
temperament, motives, cognitive abilities, skills, and expertise”. Further, effective
leadership focuses on “influencing others by establishing a direction for collective
effort and managing, shaping, and developing the collective activities in accordance
with this direction”.
Yet, Zaccaro (2007) argues that despite its long history, a consensus about the role of
leader traits, mechanisms of influence and role of situation has remained somewhat
indefinable. Instead, efforts should be directed towards combinations of traits and
attributes, integrated in conceptually meaningful ways, rather than additive or
independent contributions of several single traits that are intended to predict
leadership. These dominant leader trait patterns reflect a stable tendency to lead in
different ways across disparate organizational domains. Zaccaro (2007) professes a
multistage model that specifies leader traits as having distal or proximal influences on
leadership performance that are influenced by situation.
Using Think-Aloud Pair Problem Solving (TAPPS) collaborative groups of two will
identify and define key points of the article and respond to the following.
With consideration to the article, Trait-based perspectives of leadership, briefly
summarize the author’s five arguments …
definition of leadership …
the Model of Leader Attributes and Leader Performance …
and desired directions for future research.
View selected scenes from Shoes of the Fisherman and attempt to identify character
elements that correspond to attributes within Zaccaro’s Model of Leader Attributes
and Leader Performance. Refer to scenes Elevated to Cardinal (3:27), Moral Tightrope
(3:41), High and Low (4:54), Gains and Losses (3:32), and Papal Pledge (6:32) to aid in
the development of data for Zaccaro’s Model of Leader Attributes and Leader
Performance.
If time permits and using Think-Aloud Pair Problem Solving (TAPPS) collaborative
groups of two will identify and relate a characteristic of that leader to a point of
discussion in the article.
Follow-up
Using a character in the Shoes of the Fisherman, relate a characteristic of that leader to
a point of discussion in the article, Trait-based perspectives of leadership. Comment
in 200 to 400 words.
Whole Task Objectives Follow-up
RUBRIC |
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Excellent Quality 95-100%
|
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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Reading Comprehension Assignment |
Reading Comprehension Assignment