The Method from the Student’s Perspective
|
Beth Linda--These
notes are for me not understandable by you
1.
What
goes here:
Have to find the file where thisalready and put the evidence rubric and the tasks here – 2 column table
· #s 1 to 5 plus word [gift, not a zap: ]
·
The task
example 2a means probable copied authors words so must UNDERLINE each word you
copied.
example 3 factually inaccurate then either find page where says or draw a
single line through any statement not supported by the textbook
2.
I say the speal as I say it in class
· the grade
· possible carrot extra credit only for comparing their work and their source page, the link in Blackboard of what specific jobs they must do for each number)
· Possible carrot for getting this straight—Habit ec
· possible stick of not being allowed to do 100-pt. Comparison Assignment
3.
after enough raise their hands, I show the 3
examples plus clarify type like silvas – what really doing is teaching them the
evidence rubric and what comparison show
WCJC Department: |
History – Dr. Bibus |
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281.239.1577 or cjb_classes@yahoo.com |
Last Updated: |
2012 |
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