Develop at least one unit of learning activities and assignments in which your learners apply their knowledge of international and multicultural problems, issues, or perspectives.

Each section includes a template. As with the other parts of your project, you may choose to use the templates in the way that works best for your project. The assignment should include the following: 1. Instructional Activities (IA): Select key instructional activities that will help learners to achieve one or more of the multicultural and international objectives in your course or workshop. Describe each IA in enough detail to explain how it will enable learners to achieve related project objectives. Please use Template 4a: Instructional Activities to select activities. 2. Assessment Activity (AA): Choose one of the instructional activities you developed and design an assessment activity that will enable learners to demonstrate their achievement of the international and multicultural objective(s). Please use Template 4b: Assessment Activities for developing AA. 3. Rubric: Construct a rubric for the assessment activity which will enable you to measure the extent to which students achieve the related international and multicultural objective(s). As you design the rubric, identify the objective-related criteria and standards you will use to grade the quality of student performance on the assessment activity. Please use Template 4c: Rubric. Note: If you would like to submit any revised versions of previous assignments, you may submit them with this assignment. Be sure to label them clearly so the instructor understands that they are updated versions. If you are satisfied with your scores on previous portions of the project you do not need to resubmit them for review. Note: Your instructor may also use the Writing Feedback Tool to provide feedback on your writing. In the tool, click the linked resources for helpful writing information. Resources o Instructional Activities and Tools for Assessment Scoring Guide. o Writing Feedback Tool. o 4b_Assessment Activities o 4c_Rubric o 4a_Instructional Activities This is 4b Template to follow. Developing your Assessment Tool or Activity (AA) (4b) Instructions Design an assessment tool or activity for one of the instructional activities you developed in #4a. Identify the IA for which it is designed, as well as Project-related Goal/Objectives (e.g. Brazilian Case Study IA; B2 and B4, or write out). Describe what learners will do in enough detail to explain how the assessment activity (AA) will enable learners to demonstrate the extent to which they have achieved identified Objective(s), and explain how the AA will accommodate culturally diverse learners. Provide a short rationale for selecting this AA rather than other potential types of assessment. Give citations and references as needed. Use either the template below or a paragraph format, as you prefer, or according to your Instructor. Assessment Activity (AA) Template Your Name: Specialization Group: Project Purpose: Name of Assessment Activity (AA): Name of Related Instructional Activity (IA): Intl/MC Goal: Objective(s) to be assessed by the AA: Describe what learners will do during the AA: Explain how the AA will enable learners to demonstrate their achievement of the objective(s) it was designed to assess. Be specific in explaining how the assessment questions or tasks will relate to the objectives: Describe how the AA will accommodate culturally diverse learners: Provide a rationale for selecting or designing this type of AA, in comparison with potential alternatives. For example, if you decided to construct an essay exam, explain why you picked an essay exam rather than a multiple choice test, position paper, group presentation, portfolio, in-class observation, or other possibilities. Include citations with references if relevant: References (If relevant): _________________________________________________________________________________________________ Questions to Check the Description of your Assessment Activity (AA) Did you identify the Instructional Activity and intl/MC Goal/Objectives to be assessed? Are the IA and Goal/Objectives important to achieve the purpose of your project? Did you explain specifically how the AA will enable learners including culturally diverse learners – will demonstrate their proficiency in achieving the related Objective(s)? Did you give a rationale for selecting this type of AA that includes reasons why it is likely to be more appropriate than alternatives? Are citations and references given if relevant? Also: Make note of any typos, grammatical/spelling errors, unclear wording, APA style, formatting errors, etc. ———— Example of an Assessment Activity From a Learner Project in Organic Chemistry (Paragraph Format) With permission by Ewa Fredette South American Connection Laboratory Report Upon completion of the experiment*, students will submit a written laboratory report. They will identify, through the appropriate caffeine alkaloid extraction technique, the country of origin of their unknown coffee sample provided to them as the unknown. In the Discussion portion of the laboratory report, they will summarize their coffee journey findings, they will comment on the different coffee growing and harvesting techniques that are used in South America, and they will reflect on how their personal perspective on coffee purchase choices has or has not changed as a result of their findings and group discussion. Finally, they will discuss what they learned about the fair trade practice and they will share their perspectives on the role of the US coffee consumer in the global coffee trade. The laboratory report assignment objectives are to: Demonstrate writing proficiency, consistent with the APA style and college-level spelling, grammar, and punctuation. Demonstrate the critical thinking ability through (a) personal reflection upon their consumer choices in the context of the Caffeine Extraction module research and group discussions and (b) through the analysis of how their consumer choices affect the global coffee trade power balance, fair trade, and green coffee production. Compare and contrast the commercial (Brazil) and laboratory caffeine alkaloid extraction techniques. Explain how the coffee journey exercise has or has not changed their perspective on the global impact of their personal consumer choices. Analyze the impact that the US coffee consumer has on the life of South American coffee farmers. *Note to Learners: This AA is designed to assess the learning that resulted from a laboratory experiment component of the multifaceted instructional activity given as an example on the Developing Selected Instructional Activities sheet. The example was titled, Example of a Multifaceted Instructional Activity from a Learner Project in Organic Chemistry. Example of the Same AA Description Adapted for a Template Format Project Purpose: Learners will develop global perspectives on organic chemistry. Name of Assessment Activity (AA): South American Connection Laboratory Report Name of Related Instructional Activity (IA): Brazilian Case Study Intl Goal: Learners will develop an understanding of some South American applications of organic chemistry. Objective to be assessed by the AA: Learners will acquire an understanding of Brazilian perspectives about issues associated with coffee production and the coffee trade. (Reviewer Comment: Several other more specific objectives were listed as Laboratory Report Assignment Objectives in the AA description.) Describe what learners will do during the AA: Students will write a laboratory report relating to the experiment they conducted as a component of the Brazilian Case Study instructional activity. They will identify, through the appropriate caffeine alkaloid extraction technique, the country of origin of their unknown coffee sample provided to them as the unknown. In the Discussion portion of the laboratory report, they will summarize their coffee journey findings, they will comment on the different coffee growing and harvesting techniques that are used in South America, and they will reflect on how their personal perspective on coffee purchase choices has or has not changed as a result of their findings and group discussion. Finally, they will discuss what they learned about the fair trade practice and they will share their perspectives on the role of the US coffee consumer in the global coffee trade. (Reviewer Comment: This is a satisfactory description. However, the complete instructions for the assignment as will be given to learners would be helpful.) Explain how the AA will enable learners to demonstrate their achievement of the objective: Learner responses in different sections of the lab report will reflect their knowledge about a number of aspects of Brazilian coffee production that provide a basis for understanding Brazilian perspectives about related issues. If learners demonstrate culture-specific knowledge about each of these aspects, we will assume that they will have achieved the broader objective of understanding Brazilian perspectives about issues associated with coffee production and the coffee trade. (Reviewer Comment: Identification and discussion on the underlying assumption was not included in the AA. The implicit assumption is plausible, but it should be recognized that it may not be valid.) Describe how the AA will accommodate culturally diverse learners: Although the description of the AA does not answer this question, the laboratory report assignment seems to provide enough flexibility to accommodate both personal and cultural differences. (Reviewer Comment: This is a weak area, because a direct response was not included in the AA description.) Provide a rationale for selecting this type of AA, in comparison with potential alternatives: The lab report AA directly relates to the laboratory experiment instructional activity and to the identified international objective. Assessments of this type that ask learners to construct their own responses, rather than select among response choices as in multiple choice exams, provide more opportunity for learners to demonstrate their understanding rather than just factual knowledge or recall. (Reviewer Comment: This rationale was not included in the original AA description, but was inferred for inclusion here.) This is 4c Template Instructions for Constructing a Rubric for responses to the AA (4c) Rubric Template Rubric for Assessing Learner Performance on a Selected Instructional Activity Learner Name: Specialization Group: Project Purpose: Assessment Activity (AA): (from AA Assignment_ Related Instructional Activity: (from IA Assignment) Related Project Goal/Objective(s): (from Goals/Objectives Assignment) Criteria to Assess Performance: Re-Word Objectives as Criteria (Note to learners: There may be several criteria for each Objective.) ———– Rubric to Assess (Name of Instructional Activity) Levels of Proficiency (Add more levels if needed) Criteria Novice Intermediate Advanced Criterion Describe qualitative differences in levels of achievement (not (Related Objective) just comprehensiveness, amounts, or degrees of a criterion) Criterion (Related Obj) Criterion (Related Obj) Other Criteria as Needed Criteria for Assessing Rubrics 1) Do the criteria in the Rubric represent the Project Objectives that the Instructional Activity was designed to enable learners to achieve? 2) Are the Rubric criteria comprehensive? 3) Do the descriptions for each Level of Proficiency represent qualitative differences in performance on the Objective? (Note: Comprehensiveness may be one criterion . Do responses to the AA include all requested components?; but other qualitative criteria should be included, as well. Qualitative criteria represent standards how well, or to what extent, do AA responses achieve related objectives?) 4) Are the descriptions of Proficiency Levels clear and appropriate? ————- Example #1: Partial rubric from a learner project with an unclear project objective and primarily quantitative, rather than qualitative, levels of proficiency Explains how the assigned readings and research affected his or her global and international perspective on the topic (3 pts). Does not explain how the assigned readings and research affected his or her global and international perspective on the topic. Briefly and without any examples explains how the assigned readings and research affected his or her global and international perspective on the topic. Explains, using two or fewer examples, how the assigned readings and research affected his or her global and international perspective on the topic. Explains and reflects, using three or more examples, how the assigned readings and research affected his or her global and international perspective on the topic. OBJECTIVE Nonperformance Low Medium High Reviewer Comments: The Objective given is not a Project objective, which would be worded in terms of desired learning outcomes. It sounds more like the instructions given to learners for completing the Assessment Activity. Levels of proficiency are based primarily on the number of examples given, rather than on the quality of the response in relation to the objective. Since the objective is unclear, it is hard to describe appropriate proficiency levels. This example received a low score. ————– Example #2: Rubric from a learner project (modified slightly) with criteria which reflect Project Objectives and proficiency levels that represent qualitative differences in responses Grading Rubric for a Womens Health Intervention Presentation (Adapted from a Learner Project by Angela Schooley) Grading Criteria Did not address Addressed but did not support with statistics or other. Addressed and supported with sources, statistics, rationales or personal examples. Identifies a specific health issue that is prevalent in a specific community or ethnic group. (B1) 1 point 3 points 5 points Explores the pathophysiology of the disease process and or risk factors. (B2) 1 point 3 points 5 points Identifies cultural beliefs, barriers, and expectations regarding the disease process or prevention. (B3) 1 points 3 points 5 points Develops interventions which incorporate cultural beliefs and values. (B4) 1 points 3 points 5 points Employs teaching strategies that promote, maintain or restore health in the context of culture, environment, and socioeconomic resources. (B5) 1 point 3 points 5 points Constructs a care plan which addresses specific population risks and proposed interventions. (B6) 1 point 3 points 5 points Goal B: Students will develop the skills and knowledge to design intervention plans that address an issue affecting womens health within a specific community and that incorporate holistic care within the context of cultural beliefs and customs. Reviewer Comments: The criteria are clear and relate to multicultural objectives learners need in order to achieve Goal B of the project. Although the levels of proficiency represent qualitative differences, there may be more relevant qualities than support from sources, statistics, rationales, or personal examples, at least for some of the criteria. Proficiency levels do not need to be the same for all criteria. However, this example received a top score. This is 4a Template Developing Selected Instructional Activities (IA) (4a) Instructions From the instructional activities you identified next to the Topics listed in your Course Schedule, choose several (two to four) for development. Select those that are most important and/or complex. Next to each IA, identify its Project-related Goal/Objectives (. Case Study: B2 and B4). (Note: Usually an IA will relate to only one Goal, but may relate to more than one Objective.) Describe what learners will do in enough detail to show how participating in the IA will enable learners to achieve related Project Objectives. Include attention to how the IA will accommodate culturally diverse learners and how it will incorporate best practices of adult education, with citations and references as needed. Use either the template below or a paragraph format, as you prefer, or according to your Instructor. Instructional Activity (IA) Template (Note to Learners: If you use this format, complete the template for each of your selected IA.) Your Name: Specialization Group: Name of Selected Instructional Activity: Project Purpose: Topic: Intl/MC Goal: Related Objective(s): Describe what learners will do during the IA: Describe how you will accommodate culturally diverse learners in the implementation of the IA: Explain how the IA is compatible with best practices and how it will enable learners to achieve related Project Objective(s): Assigned readings or other instructional materials and resources (both to prepare learners for the IA before class, if relevant, and to engage in the IA during class, if relevant): ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ References: Questions to Check your Selected Instructional Activities KEY INSTRUCTIONAL ACIVITIES (IA): Did you select two to four major IA the most important ones relating to Project Goals? Are Objective(s) identified in relation to the IA? Does the IA relate to international and/or multicultural Objectives? Is an explanation provided as to how participating in the IA will enable learners to achieve the related Objective(s)? Also, does the IA accommodate culturally diverse learners? Does it adhere to best practices in regards to adult education (. does it encourage learner engagement to construct meaning, rather than being restricted to lecture?) Are citations and references given which support the effectiveness, or likely effectiveness, of the IA? Also: Make note of any typos, grammatical/spelling errors, unclear wording, APA style, formatting errors, etc. ———— Example of a Multifaceted Instructional Activity from a Learner Project in Organic Chemistry (Paragraph Format) With permission by Ewa Fredette South American Connection Multifaceted Instructional Activity: In the South American Chemical Connection, students will apply their critical thinking ability to demonstrate their perspective on the global and local (Brazilian economy) issues associated with coffee production and coffee trade. They will perform research to trace the origin of their daily coffee: first, they will identify the source of their daily coffee (Starbucks, Dunkin Donuts, etc.); they will then trace it from a seed to the cup of java (my coffee journey exercise) with the help of Internet and library resources. They will discuss their findings, including the specific origin of their coffee (grown by a transnational company or a local farmer) and the potential impact that their personal choice makes on the local economy (Brazil and Colombia). They will have to establish whether their personal choices in coffee shop patronage support the fair trade practice, green coffee production, and local economy versus transnational profit. They will then discuss the journey of their coffee, from the coffee seed in the ground to the cup of java at the shop of their choice, with their classmates. Through personal reflection and peer discourse, they will use critical thinking to conceptualize the global aspect of their daily coffee purchase. Note to Learners: Since this example integrates a number of IA, it would be sufficient to complete Part 4a of the Final Project for ED7314. Same Example (adapted) Using the IA Template Name of Selected Instructional Activity: Brazilian Case Study Project Purpose: Learners will develop global perspectives on organic chemistry. Topic: South American Connection Intl Goal: Learners will develop an understanding of some South American applications of organic chemistry. Related Objective: Learners will acquire an understanding of Brazilian perspectives about issues associated with coffee production and the coffee trade. Description of what learners will do: Students will apply their critical thinking ability to demonstrate their perspective on the global and local (Brazilian economy) issues associated with coffee production and coffee trade. They will perform research to trace the origin of their daily coffee: first, they will identify the source of their daily coffee (Starbucks, Dunkin Donuts, etc.); they will then trace it from a seed to the cup of java (my coffee journey exercise) with the help of Internet and library resources. They will discuss their findings, including the specific origin of their coffee (grown by a transnational company or a local farmer) and the potential impact that their personal choice makes on the local economy (Brazil and Colombia). They will have to establish whether their personal choices in coffee shop patronage support the fair trade practice, green coffee production, and local economy versus transnational profit. They will then discuss the journey of their coffee, from the coffee seed in the ground to the cup of java at the shop of their choice, with their classmates. Description of how culturally diverse learners will be accommodated: The discussion activities and individual research have the potential to accommodate cultural differences, the description of this IA does not include specific attention to this question. One suggestion is that small groups of diverse learners could be organized for the first discussion question (discussion of research findings). For the concluding discussion, Also, the instructor should take care to create a safe environment for discussion of the fair trade issue. (S)he should conduct the discussion in a manner that ensures that diverse perspectives are represented in a fair-minded way that focuses on the application of critical thinking skills reasons and evidence. Learners should be encouraged to draw upon their findings from the research component of the IA to support their position. Explanation of how the IA will reflect best practices and achieve related Objective(s): The learner-centered design of this Brazilian Case Study is compatible with Knowles (1984) adult learning theory. Rather than giving the answers, the IA asks learners to do their own research and come to their own conclusions, which they will test and refine through discussion with peers and the Instructor. Thus, rather than have the instructor or textbook authors tell learners what their perspective on Brazilian coffee production should be, this process will encourage learners to construct their own perspective and an understanding of Brazilian perspectives the Objective of the IA. Assigned readings or other instructional materials and resources: _____Handout: Extraction of Caffeine Alkaloid from Coffee Samples _____Soliman, K. M. (2005). Effect of Variety, Locality and Processing of Coffee Beans on the Detection and Determination of Aflatoxins. International Journal of Agriculture and Biology, 1(5), 10. Retrieved August 30, 2010, from: . Reference: Knowles, M. S. & Associates. (1984). Andragogy in Action. San Francisco: Jossey-Bass. Reviewer Comments: The components of this multifaceted IA fit together and clearly relate to the identified international Objective and Goal, which in turn relates to the Project Purpose. The description describes a major IA that comprises interrelated component IAs. Thus, this one template is sufficient to fulfill this assignment, especially since this Brazilian Case Study IA reflects best practices by incorporating critical thinking and other constructive principles. The IA could be improved by adding some websites and supplementary resources to assist learners with the research component. Two discussion activities are mentioned, but it is not clear as to whether they are small group or all-class discussions; how they will be organized in regards to size and participant characteristics; or how they will operate. Handouts which provide instructions for the group discussions would be useful to add to the list of Instructional Materials.
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