EDU 330 Full Course Assignments GCU
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EDU 330 Full Course Assignments GCU
EDU 330 Topic 1 Personal Identity Collage
Part 1: Personal Identity Collage
Create a collage that exemplifies the three dimensions of your personal identity through photographs, graphics, and images of artifacts based on the A-B-C Dimensions of Personal Identity. Do not include any photographs of yourself.
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EDU 330 Full Course Assignments GCU
EDU 330 Topic 1 Personal Identity Collage
Part 1: Personal Identity Collage
Create a collage that exemplifies the three dimensions of your personal identity through photographs, graphics, and images of artifacts based on the A-B-C Dimensions of Personal Identity. Do not include any photographs of yourself.
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EDU 330 Full Course Discussions GCU
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EDU 330 Full Course Discussions GCU
EDU 330 Topic 1 DQ 1
des, beliefs, and values from your own faith, heritage, and cultural learning support behaviors Which attituthat demonstrate respect and value of differences? Which attitudes, beliefs, and values from your own heritage and cultural learning impede or hinder respect and value of differences? How will this affect your interactions with students and families?
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EDU 330 Full Course Discussions GCU
EDU 330 Topic 1 DQ 1
des, beliefs, and values from your own faith, heritage, and cultural learning support behaviors Which attituthat demonstrate respect and value of differences? Which attitudes, beliefs, and values from your own heritage and cultural learning impede or hinder respect and value of differences? How will this affect your interactions with students and families?
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EDU 330 Full Course GCU
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EDU 330 Full Course GCU
EDU 330 Full Course Discussions GCU
EDU 330 Topic 1 DQ 1
Which attitudes, beliefs, and values from your own faith, heritage, and cultural learning support behaviors that demonstrate respect and value of differences? Which attitudes, beliefs, and values from your own heritage and cultural learning impede or hinder respect and value of differences? How will this affect your interactions with students and families?
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EDU 330 Full Course GCU
EDU 330 Full Course Discussions GCU
EDU 330 Topic 1 DQ 1
Which attitudes, beliefs, and values from your own faith, heritage, and cultural learning support behaviors that demonstrate respect and value of differences? Which attitudes, beliefs, and values from your own heritage and cultural learning impede or hinder respect and value of differences? How will this affect your interactions with students and families?
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EDU 330 Topic 1 Discussions GCU
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EDU 330 Topic 1 Discussions GCU
EDU 330 Topic 1 DQ 1
des, beliefs, and values from your own faith, heritage, and cultural learning support behaviors Which attituthat demonstrate respect and value of differences? Which attitudes, beliefs, and values from your own heritage and cultural learning impede or hinder respect and value of differences? How will this affect your interactions with students and families?
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EDU 330 Topic 1 Discussions GCU
EDU 330 Topic 1 DQ 1
des, beliefs, and values from your own faith, heritage, and cultural learning support behaviors Which attituthat demonstrate respect and value of differences? Which attitudes, beliefs, and values from your own heritage and cultural learning impede or hinder respect and value of differences? How will this affect your interactions with students and families?
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EDU 330 Topic 1 Personal Identity Collage GCU
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EDU 330 Topic 1 Personal Identity Collage GCU
Part 1: Personal Identity Collage
Create a collage that exemplifies the three dimensions of your personal identity through photographs, graphics, and images of artifacts based on the A-B-C Dimensions of Personal Identity. Do not include any photographs of yourself.
Part 2: A-B-C Dimensions of Personal Identity
In a 250-500 word rationale, discuss how your images exemplify the three dimensions of your personal identity that defends your choices for each dimension consistent with Arredondo’s theories and definitions.
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EDU 330 Topic 1 Personal Identity Collage GCU
Part 1: Personal Identity Collage
Create a collage that exemplifies the three dimensions of your personal identity through photographs, graphics, and images of artifacts based on the A-B-C Dimensions of Personal Identity. Do not include any photographs of yourself.
Part 2: A-B-C Dimensions of Personal Identity
In a 250-500 word rationale, discuss how your images exemplify the three dimensions of your personal identity that defends your choices for each dimension consistent with Arredondo’s theories and definitions.
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EDU 330 Topic 2 Controversial Topic Summary GCU
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EDU 330 Topic 2 Controversial Topic Summary GCU
Throughout this course, you will be working on a paper 750-1,000 word research paper on a controversial topic involving a cultural identifier and the implications for K-12 public education. Your first draft of the research paper will be due in Topic 4 when you will be required to submit it in a CLC assignment for peer review, and your final version will be submitted in Topic 7.
In this assignment, you will identify and summarize research relating to the topic of your paper. Begin by reviewing the list of cultural identifiers found in Topic Materials.
Identify a controversial topic such as transgender bathrooms, same-sex relationships, religious clothing, etc. in K-12 education that involves one or more of the cultural identifiers. This topic should include two or more viewpoints that are for and against the issue.
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EDU 330 Topic 2 Controversial Topic Summary GCU
Throughout this course, you will be working on a paper 750-1,000 word research paper on a controversial topic involving a cultural identifier and the implications for K-12 public education. Your first draft of the research paper will be due in Topic 4 when you will be required to submit it in a CLC assignment for peer review, and your final version will be submitted in Topic 7.
In this assignment, you will identify and summarize research relating to the topic of your paper. Begin by reviewing the list of cultural identifiers found in Topic Materials.
Identify a controversial topic such as transgender bathrooms, same-sex relationships, religious clothing, etc. in K-12 education that involves one or more of the cultural identifiers. This topic should include two or more viewpoints that are for and against the issue.
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EDU 330 Topic 2 Discussions GCU
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EDU 330 Topic 2 Discussions GCU
EDU 330 Topic 2 DQ 1
Which cultural identifiers do you feel experience the most injustices in school? Defend your selection.
EDU 330 Topic 2 DQ 2
Evaluate yourself in relation to any three cultural identifiers you found in your research or in the topic materials and share that evaluation. Does this personal evaluation change how you define yourself? After this reflection, what could you add to the collage you developed in Topic 1?
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EDU 330 Topic 2 Discussions GCU
EDU 330 Topic 2 DQ 1
Which cultural identifiers do you feel experience the most injustices in school? Defend your selection.
EDU 330 Topic 2 DQ 2
Evaluate yourself in relation to any three cultural identifiers you found in your research or in the topic materials and share that evaluation. Does this personal evaluation change how you define yourself? After this reflection, what could you add to the collage you developed in Topic 1?
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EDU 330 Topic 3 Cultural Competence GCU
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EDU 330 Topic 3 Cultural Competence GCU
EDU 330 Topic 3 Cultural Competence Continuum Rationale
In 500-750 words, write an essay that addresses the following:
1.Discuss your own placement on the cultural competence continuum in relation to the controversial issue you chose to write about in this course.
2.Reflect on what factors throughout your life resulted in your place on the continuum.
3.Reflect on where you would like to be on the continuum to be an effective educator who respects individuals with differing personal and family backgrounds, and who has various skills, abilities, perspectives, talents and interests, including any steps you could take to help you get to that point.
4.Conclude by describing the effect the controversial issue you have chosen may have on you as a future teacher, and on your future students. Offer potential solutions for the issues you identified that you could implement in your future classroom.
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EDU 330 Topic 3 Cultural Competence GCU
EDU 330 Topic 3 Cultural Competence Continuum Rationale
In 500-750 words, write an essay that addresses the following:
1.Discuss your own placement on the cultural competence continuum in relation to the controversial issue you chose to write about in this course.
2.Reflect on what factors throughout your life resulted in your place on the continuum.
3.Reflect on where you would like to be on the continuum to be an effective educator who respects individuals with differing personal and family backgrounds, and who has various skills, abilities, perspectives, talents and interests, including any steps you could take to help you get to that point.
4.Conclude by describing the effect the controversial issue you have chosen may have on you as a future teacher, and on your future students. Offer potential solutions for the issues you identified that you could implement in your future classroom.
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EDU 330 Topic 3 Discussions GCU
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EDU 330 Topic 3 Discussions GCU
EDU 330 Topic 3 DQ 1
What can you do as a teacher to manage the dynamics of difference in your classroom?
EDU 330 Topic 3 DQ 2
What are things you can do as a teacher to help your students grow and move across the cultural competence continuum? Provide three examples.
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EDU 330 Topic 3 Discussions GCU
EDU 330 Topic 3 DQ 1
What can you do as a teacher to manage the dynamics of difference in your classroom?
EDU 330 Topic 3 DQ 2
What are things you can do as a teacher to help your students grow and move across the cultural competence continuum? Provide three examples.
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EDU 330 TOPIC 4 CLC FEEDBACK ON FINAL ASSIGNMENT GCU
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EDU 330 Topic 4 CLC Feedback on Final Assignment GCU
EDU 330 Topic 4 CLC- Feedback on Final Assignment Rough Draft
This is a Collaborative Learning Community assignment.
Complete a 750-1,000 word rough draft of your research paper on a controversial topic involving a cultural identifier and the implications for K-12 public education.The final version will be submitted in Topic 7.
Using a minimum of three scholarly journal articles from the last three years complete your paper so that it addresses the following:
1.Describes the cultural identifiers discussed in the articles.
2.Summarizes the historical background of the cultural identifiers and associated controversial topic in K-12 education.
3.Identifies 2-3 arguments presented for and 2-3 arguments against the issue.
4.Discusses associated injustices arising from the issue, including how teachers and students are affected by the cultural identifiers and associated controversial topic
5.Explains solutions you recommend implementing to remedy the associated injustices, and why you selected them.
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EDU 330 Topic 4 CLC Feedback on Final Assignment GCU
EDU 330 Topic 4 CLC- Feedback on Final Assignment Rough Draft
This is a Collaborative Learning Community assignment.
Complete a 750-1,000 word rough draft of your research paper on a controversial topic involving a cultural identifier and the implications for K-12 public education.The final version will be submitted in Topic 7.
Using a minimum of three scholarly journal articles from the last three years complete your paper so that it addresses the following:
1.Describes the cultural identifiers discussed in the articles.
2.Summarizes the historical background of the cultural identifiers and associated controversial topic in K-12 education.
3.Identifies 2-3 arguments presented for and 2-3 arguments against the issue.
4.Discusses associated injustices arising from the issue, including how teachers and students are affected by the cultural identifiers and associated controversial topic
5.Explains solutions you recommend implementing to remedy the associated injustices, and why you selected them.
Tags: EDU 330, EDU 330 TOPIC 4, EDU 330 TOPIC 4 CLC FEEDBACK ON FINAL ASSIGNMENT GCU
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EDU 330 Topic 4 Discussions GCU
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EDU 330 Topic 4 Discussions GCU
EDU 330 Topic 4 DQ 1
When teaching in public schools, do teachers have to “check their faith at the door” before they step onto their school campus? Why or why not? Provide specific examples to support your answer.
EDU 330 Topic 4 DQ 2
How would service learning spark social justice in K-12 students?
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EDU 330 Topic 4 Discussions GCU
EDU 330 Topic 4 DQ 1
When teaching in public schools, do teachers have to “check their faith at the door” before they step onto their school campus? Why or why not? Provide specific examples to support your answer.
EDU 330 Topic 4 DQ 2
How would service learning spark social justice in K-12 students?
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EDU 330 Topic 4 Service Learning Ideas GCU
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EDU 330 Topic 4 Service Learning Ideas GCU
After viewing “Lessons from the Real World: Social Issues and Student Involvement,”research other service learning opportunities for K-12 students that promote cultural knowledge and the principles of social justice.
Using the “Service Learning Ideas,” submit a list of 7-10 potential service learning projects for K-12 students.
While APA format is not required for this assignment, solid academic writing is expected and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
You are required to submit this assignment to LopesWrite.
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EDU 330 Topic 4 Service Learning Ideas GCU
After viewing “Lessons from the Real World: Social Issues and Student Involvement,”research other service learning opportunities for K-12 students that promote cultural knowledge and the principles of social justice.
Using the “Service Learning Ideas,” submit a list of 7-10 potential service learning projects for K-12 students.
While APA format is not required for this assignment, solid academic writing is expected and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
You are required to submit this assignment to LopesWrite.
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EDU 330 Topic 5 Case Study Analysis GCU
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EDU 330 Topic 5 Case Study Analysis GCU
Select Case Study 3.5, 3.7, 3.8, or 3.9 in “For Cultural Competence: Knowledge, Skills and Dispositions needed to Embrace Diversity.”
Examine the scenario through a lens of cultural competence to determine when/how a deeper cultural understanding would have influenced the teacher’s responses.
In a 500-750 word analysis, discuss 2-3 of the following concepts of deep culture in the context of the selected case study:
•Collective orientation (promoting needs of the group versus promoting needs of the individual)
•Time orientation
•Respect for authority
•Perceptions and value of education
•Priority of family
•Communication (e.g., language development, verbal communication styles, nonverbal communication, physical proximity)
•Value of work/Work ethic
•Peer pressure
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EDU 330 Topic 5 Case Study Analysis GCU
Select Case Study 3.5, 3.7, 3.8, or 3.9 in “For Cultural Competence: Knowledge, Skills and Dispositions needed to Embrace Diversity.”
Examine the scenario through a lens of cultural competence to determine when/how a deeper cultural understanding would have influenced the teacher’s responses.
In a 500-750 word analysis, discuss 2-3 of the following concepts of deep culture in the context of the selected case study:
•Collective orientation (promoting needs of the group versus promoting needs of the individual)
•Time orientation
•Respect for authority
•Perceptions and value of education
•Priority of family
•Communication (e.g., language development, verbal communication styles, nonverbal communication, physical proximity)
•Value of work/Work ethic
•Peer pressure
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EDU 330 Topic 5 Discussions GCU
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EDU 330 Topic 5 Discussions GCU
EDU 330 Topic 5 DQ 1
How does the assimilation dilemma affect classrooms? Provide a specific example.
EDU 330 Topic 5 DQ 2
What are appropriate resources to access to deepen your own understanding of cultural, ethnic, gender, and learning differences to broaden your cultural competence?
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EDU 330 Topic 5 Discussions GCU
EDU 330 Topic 5 DQ 1
How does the assimilation dilemma affect classrooms? Provide a specific example.
EDU 330 Topic 5 DQ 2
What are appropriate resources to access to deepen your own understanding of cultural, ethnic, gender, and learning differences to broaden your cultural competence?
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EDU 330 Topic 6 A Class Divided GCU
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EDU 330 Topic 6 A Class Divided GCU
EDU 330 Topic 6 A Class Divided and the Invisible Knapsack Review
Imagine that your principal has come to you and stated that the district is interested in hosting a professional development workshop for educators to help them broaden their cultural competence, improve their family-teacher relationships, and enhance educational experiences for all students. The district is proposing using the materials from “A Class Divided” and “White Privilege: Unpacking the Invisible Knapsack” for the workshop. Both of these resources are dated, but are often used in
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EDU 330 Topic 6 A Class Divided GCU
EDU 330 Topic 6 A Class Divided and the Invisible Knapsack Review
Imagine that your principal has come to you and stated that the district is interested in hosting a professional development workshop for educators to help them broaden their cultural competence, improve their family-teacher relationships, and enhance educational experiences for all students. The district is proposing using the materials from “A Class Divided” and “White Privilege: Unpacking the Invisible Knapsack” for the workshop. Both of these resources are dated, but are often used in
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EDU 330 Topic 6 Discussions GCU
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EDU 330 Topic 6 Discussions GCU
EDU 330 Topic 6 DQ 1
How does assigning a name to physical attributes perpetuate discrimination in society?
EDU 330 Topic 6 DQ 2
What are the differences between unearned privileges and earned privileges? Explain.
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EDU 330 Topic 6 Discussions GCU
EDU 330 Topic 6 DQ 1
How does assigning a name to physical attributes perpetuate discrimination in society?
EDU 330 Topic 6 DQ 2
What are the differences between unearned privileges and earned privileges? Explain.
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EDU 330 Topic 7 Analyzing Content for Cultural Competence GCU
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EDU 330 Topic 7 Analyzing Content for Cultural Competence GCU
Using “Ten Quick Ways to Analyze Children’s Books for Racism and Sexism,” select a piece of children’s literature, young adult literature, informational article, or textbook from the library or your own collection to evaluate for bias.
In 250-500 words, conduct a text analysis using the 10 guidelines mentioned in the article to identify bias in your selected material. After you complete the analysis, in 250-500 words describe where you think the text falls on the Cultural Competence Continuum and why. Submit both written portions as one assignment.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
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EDU 330 Topic 7 Analyzing Content for Cultural Competence GCU
Using “Ten Quick Ways to Analyze Children’s Books for Racism and Sexism,” select a piece of children’s literature, young adult literature, informational article, or textbook from the library or your own collection to evaluate for bias.
In 250-500 words, conduct a text analysis using the 10 guidelines mentioned in the article to identify bias in your selected material. After you complete the analysis, in 250-500 words describe where you think the text falls on the Cultural Competence Continuum and why. Submit both written portions as one assignment.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
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EDU 330 Topic 7 Discussions GCU
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EDU 330 Topic 7 Discussions GCU
EDU 330 Topic 7 DQ 1
“Ten Quick Ways to Analyze Children’s Books for Sexism and Racism” states: “[Y]oung children are exposed to racist and sexist attitudes . . . expressed over and over . . . [which] gradually distort their perceptions until stereotypes and myths about minorities and women are accepted as reality.” Do you agree with this quote? Why or why not? Explain.
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EDU 330 Topic 7 Discussions GCU
EDU 330 Topic 7 DQ 1
“Ten Quick Ways to Analyze Children’s Books for Sexism and Racism” states: “[Y]oung children are exposed to racist and sexist attitudes . . . expressed over and over . . . [which] gradually distort their perceptions until stereotypes and myths about minorities and women are accepted as reality.” Do you agree with this quote? Why or why not? Explain.
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EDU 330 Topic 7 Social Injustice GCU
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EDU 330 Topic 7 Social Injustice GCU
EDU 330 Topic 7 Social Injustice and Cultural Identifiers Research Paper
For this assignment, you will submit the final version of your 750-1,000 word research paper on a controversial topic involving a cultural identifier and the implications for K-12 public education. Be sure to consider the feedback provided by your peers and your faculty member on the rough draft you submitted in Topic 4.
Using a minimum of three scholarly journal articles from the last 3 years complete your paper so that it addresses the following:
1.Describes the cultural identifiers discussed in the articles.
2.Summarizes the historical background of the cultural identifiers and associated controversial topic in K-12 education.
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EDU 330 Topic 7 Social Injustice GCU
EDU 330 Topic 7 Social Injustice and Cultural Identifiers Research Paper
For this assignment, you will submit the final version of your 750-1,000 word research paper on a controversial topic involving a cultural identifier and the implications for K-12 public education. Be sure to consider the feedback provided by your peers and your faculty member on the rough draft you submitted in Topic 4.
Using a minimum of three scholarly journal articles from the last 3 years complete your paper so that it addresses the following:
1.Describes the cultural identifiers discussed in the articles.
2.Summarizes the historical background of the cultural identifiers and associated controversial topic in K-12 education.
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EDU 330 Topic 8 Discussions GCU
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EDU 330 Topic 8 Discussions GCU
EDU 330 Topic 8 DQ 1
How does teaching for social justice emphasize the application of biblical values and ethics within the workplace?
EDU 330 Topic 8 DQ 2
In what ways have your views about yourself and people changed as a result of this course? In what ways have they remained the same?
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EDU 330 Topic 8 Discussions GCU
EDU 330 Topic 8 DQ 1
How does teaching for social justice emphasize the application of biblical values and ethics within the workplace?
EDU 330 Topic 8 DQ 2
In what ways have your views about yourself and people changed as a result of this course? In what ways have they remained the same?
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EDU 330 Topic 8 Social Justice Educational Presentation GCU
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EDU 330 Topic 8 Social Justice Educational Presentation GCU
For this assignment, you will create a short (1-2 minutes) video or a 10-12 slide digital presentation (PowerPoint, Prezi, etc.) that you could share with students and their families that discusses why and how you will teach for social justice. Consider how your personal identity, worldview, and prior experiences affect your perceptions and expectations in interacting with students and their families.
Identify a biblical verse that inspires you to teach for social justice. The following list may guide you:
1. Matthew 7:12 (NIV)
In everything, therefore, treat people the same way you want them to treat you, for this is the Law and the Prophets.
2. Philippians 2:3 (NIV)
Do nothing out of selfish ambition or vain conceit. Rather, in humility value others above yourselves
https://mindsblow.com/product/edu-330-topic-8-social-justice-educational-presentation-gcu/
EDU 330 Topic 8 Social Justice Educational Presentation GCU
For this assignment, you will create a short (1-2 minutes) video or a 10-12 slide digital presentation (PowerPoint, Prezi, etc.) that you could share with students and their families that discusses why and how you will teach for social justice. Consider how your personal identity, worldview, and prior experiences affect your perceptions and expectations in interacting with students and their families.
Identify a biblical verse that inspires you to teach for social justice. The following list may guide you:
1. Matthew 7:12 (NIV)
In everything, therefore, treat people the same way you want them to treat you, for this is the Law and the Prophets.
2. Philippians 2:3 (NIV)
Do nothing out of selfish ambition or vain conceit. Rather, in humility value others above yourselves
Tags: EDU 330, EDU 330 Topic 8, EDU 330 Topic 8 Social Justice Educational Presentation GCU
Source: https://mindsblow.com/product/edu-330-topic-8-social-justice-educational-presentation-gcu/
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Flashcard set info:
Author: CoboCards-User
Main topic: Education
Topic: Education
School / Univ.: devry university
City: UK
Published: 12.02.2020
Tags: INTERNATIONAL STUDY, COMPUTER SCiENCE, ENGINEERING & TECHNOLOGY, Accounting, Business, PSCYCHOLOGY, SOCIAL SCIENCE, POLITICAL Science, Social Science, Project Risk Management, ARTS & HUMANITIES, RELIGIOUS STUDIES SOCIOLOGY
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