EDL204 Mysterious Workings of The Adolescent Brain

November 28, 2022

EDL204 Mysterious Workings of The Adolescent Brain

Order Number	636738393092
Type of Project	ESSAY
Writer Level	PHD VERIFIED
Format	APA
Academic Sources	10
Page Count	3-12 PAGES

Instructions/Descriptions

EDL204 Mysterious Workings of The Adolescent Brain

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This School Reflection Paper is not due until the end of Module 4, but I want you to have plenty of time to work on it! Be sure check the Calendar here in Canvas. Keep an eye on the due date, and plan your time accordingly.

For this first graded paper, you will reflect on your experiences in school. This should not be just a reporting of some of your schooling experiences, but a reflection, using some of the concepts in our course, as a lens to view your remembrances.

Education Majors: If you have completed the Educational Autobiographical Paper in EDT 190, this paper will build on that identity/positionality work, and focus more on the curriculum and schooling you received (or didn’t receive) in response to that identity/positionality. What can you add now, with more education and experiences and these new readings, to your thoughts on your EDT 190 paper? (Some of you may not have taken EDT 190 yet, or your section may not have had this paper assigned. No problem!)

Requirements

Descriptions

You do not need to (and should not) describe all items, but should consider many. Be as specific as possible.Eventually for your paper, organize and describe ideas (don’t just list). You might start with a brainstormed list of all these items, to see what is most salient to use in this analysis paper.

Identify your school(s) by name.

Describe the grouping/tracks you were in (primarily in high school, but perhaps earlier): AP/IB, Honors, college prep, gifted, special ed, etc.

Describe your community: urban, suburban, rural, and more detail.

Describe the demographics of your school: race, social class, ethnicity, language, perhaps gender, sexuality, disability, etc. This might differ between your neighborhood elementary school and your district high school. Also consider the demographics of the students in most of your classes, and how closely they mirror the demographics of the entire school population.

Describe the group/demographics of students you were friends with or hung out with in school (high school especially).

Describe how closely the demographics of your school reflect the demographics of your neighborhood/community. Also, consider why your neighborhood/community is diverse or not diverse, particularly in terms of social class and race but also other characteristics.

Compare your own personal identities with those of your school and that of your neighborhood/community.

Describe some key ideas you remember about the curriculum/content.

What specific topics or subjects do you remember? Were there any topics or aspects that you noticed were missing?

What was your impression or feeling about school, your teachers, your peers, the curriculum? Either overall or some specific aspects or topics or subjects? (positive, anxiety-provoking, comfortable, didn’t fit in, etc.)

Reflection

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Use concepts/terms from course texts (Course Terms & Readingschart) and critical thinking to view your memories and descriptions.

Reflect on your descriptions. What is missing? How is your positionality reflected in your remembrances and descriptions? Particularly think about social class and race.

Did you accurately describe the overall population of your school and/or community? Or did you only see certain groups? Were some students invisible or unnoticed?

This might include brief outside research to check your remembrances against factual data on your school.

What types or forms of knowledge did you learn, in general?

What aspects were education and what aspects were training? Which one was predominant?

Anything missing from the curriculum? Or do you question the focus or narratives or bias of any part of the curriculum?

Use at least 3 different concepts/terms/quotes to help you make connections between your personal experiences/descriptions and course content. Look at these 3 examples/incidents in depth.

Use at least 2 different course texts. You may use any course texts so far, but these might be especially helpful:

Sensoy & DiAngleo, Chapter 2, Critical Thinking and Critical Theory

McLaren, Critical Pedagogy

Dutton, Quantz, & Dutton, The Great Game of High School

Quantz, On Education and Democracy

Example of lack of reflection: One student reported that her school was very much upper-middle class, with constant conversations among students about various expensive clothing brands and other consumer goods. Yet, her school district has 20% of students receiving free lunch. So, she needs to consider why she never “saw” these students.

Example of lack of reflection: One student reported that “everyone” in her high school came together upon the sudden death of a white male athlete. She needs to consider if indeed “everyone” was there, or just the white, middle and upper-middle class students she knew; were the black students or working-class students there? Why did she, and the media or dominant narrative, not recognize their absence?

Teaching Implications

How do these experiences shape you as a student/learner today?

If you plan to be a teacher, how does this reflection exercise shape your intentions for when you are a teacher?

If you do not plan to be a teacher, how does this reflection exercise shape your views of schooling and education as a member of the public and possible future parent?

Paper

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This paper should be 3-4 pages, double spaced, Times New Roman 12 font, one-inch margins + title page + APA Reference list. See OWL Purdue APA website for info on how to cite correctly.

The paper should be well organized and should address many of the items above clearly, cohesively, thoughtfully.

This paper is an analysis. Do notjust walk through describing your school.

This paper should show that you are understanding and applying course terms/concepts and course readings!

This is how you should think of your paper. Put on your EDL 204 glasses!

Introductory paragraph—Identify and describe your school briefly.

Paragraph #1, Course Term #1:
Select a course term from the “Course Terms & Readings” chart (under Syllabus tab in Canvas).
Clearly define this term, using course texts (presentations/PowerPoints and/or readings). This should be a detailed definition, showing that you have a deep understanding of this concept.
If you used a definition from the presentation/PowerPoints, you might also use a quote from course reading/text that is an example or discussion of this concept.
Then, describe a scenario or aspect of your schooling that you can understand differently now, that is an example of this concept.

Paragraph #2, Course Term #2:

Repeat

Paragraph #3, Course Term #3:

Repeat

Teaching Implications Paragraph

Concluding Paragraph—What have you learned about your schooling, when reflecting on with your EDL 204 glasses on?

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See Rubric!

Need at least 3 course terms. (Can use one “rule” form Dutton, Quantz, & Dutton in place of one course term. Can use social construction of knowledge or types of knowledge from Discussion assignment as one course term.)

Need at least 2 quotes from course readings/videos (presentations/PowerPoints not included in count).

APA Quick Guide linked here.

EDL204 Mysterious Workings of The Adolescent Brain

RUBRIC

Excellent Quality

95-100%

Introduction

45-41 points

The context and relevance of the issue, as well as a clear description of the study aim, are presented. The history of searches is discussed.

Literature Support

91-84 points

The context and relevance of the issue, as well as a clear description of the study aim, are presented. The history of searches is discussed.

Methodology

58-53 points

With titles for each slide as well as bulleted sections to group relevant information as required, the content is well-organized. Excellent use of typeface, color, images, effects, and so on to improve readability and presenting content. The minimum length criterion of 10 slides/pages is reached.

Average Score

50-85%

40-38 points

More depth/information is required for the context and importance, otherwise the study detail will be unclear. There is no search history information supplied.

83-76 points

There is a review of important theoretical literature, however there is limited integration of research into problem-related ideas. The review is just partly focused and arranged. There is research that both supports and opposes. A summary of the material given is provided. The conclusion may or may not include a biblical integration.

52-49 points

The content is somewhat ordered, but there is no discernible organization. The use of typeface, color, graphics, effects, and so on may sometimes distract from the presenting substance. It is possible that the length criteria will not be reached.

Poor Quality

0-45%

37-1 points

The context and/or importance are lacking. There is no search history information supplied.

75-1 points

There has been an examination of relevant theoretical literature, but still no research concerning problem-related concepts has been synthesized. The review is just somewhat focused and organized. The provided overview of content does not include any supporting or opposing research. The conclusion has no scriptural references.

48-1 points

There is no logical or apparent organizational structure. There is no discernible logical sequence. The use of typeface, color, graphics, effects, and so on often detracts from the presenting substance. It is possible that the length criteria will not be reached.