Expert answer:Need two pages on these topics
Answer & Explanation:Hello bro,Educating for Insurgency_Gillen_Part 1.pdf Attached your replacement fishbowl reading (Part 1 of Educating for Insurgency by Jay Gillen). I think you will find it more interesting than the Ravitch reading and have more to discuss.You should each have two issues of developed (not bullet points) re facts, position, solution, and questions.you have to read the article that a attached to compleat this assignment. Attached for steps and Developing talking points and Assignment Clarification Rubric for Fishbowl Project_FALL 2015.pdf Fishbowl Assignment Clarification(1).pdf Developing Talking Points(1).pdf I also need to come up with 3 discussion questions to ask my fellow classmates. take a look and let me know if you have any question thank you
educating_for_insurgency_gillen_part_1.pdf
rubric_for_fishbowl_project_fall_2015.pdf
developing_talking_points_1_.pdf
rubric_for_fishbowl_project_fall_2015.pdf
fishbowl_assignment_clarification_1_.pdf
developing_talking_points_1_.pdf
Unformatted Attachment Preview
Grading Rubric for Fishbowl Project
EDUC 202
Name:
Chapter:
1.
2.
3.
4.
5.
6.
7.
8.
9.
Provides solid understanding of at least three issues
3 – Provides three well-developed facts
2 – Provides three facts but not well developed
1 – Provides less than three facts
0 – Provides no facts
Provides analysis of content meeting criteria of at least three positions
4 – Provides three well-developed and supported positions
2 – Provides three positions but not well developed or supported
1 – Provides less than three positions
0 – No positions provided
Provides analysis of content meeting criteria of at least three solutions
4 – Provides three well-developed and supported solutions
2 – Provides three solutions but not well-developed or supported
1 – Provides less than three solutions
0 – No solutions provided
Provides at questions that are thoughtful and reflective of the issue for discussion with group
3 – Provides questions that are thoughtful and reflective of the issue
2 – Provides questions but they are not but well-developed or reflective of the issue
1 – Provides less than three questions
0 – No questions provided
Discussion points are well developed and presented to the other members of the fishbowl group
3 – Discussion is easy to follow, ideas are clear and interesting
2 – Discussion is difficult to follow, ideas are vague
1 – Discussion is minimal with no new ideas
0 – No discussion
Student fully engaged in discussion
3 – Expresses own ideas with ongoing participation building on others ideas
2 – Expresses some ideas with minimal participation with some building on others ideas
1 – Little participation
0 – No participation
Student builds on others points of views
3 – Multiple responses to others points of view
2 – Minimal response to others ideas
0 – No response to others ideas
Written work is handed in as a typed hard copy
3 – Written and typed talking points are handed in immediately following the fishbowl discussion
0 – Written talking points are not handed in immediately following fishbowl discussion
Written work is well organized and thoughtful
4 – Organized as well developed talking points
3 – Organized but under-developed talking points
2 – Unorganized or bullet points
1 – Difficult or unable to read and understand
Total Fishbowl Points
/30
EDUC 202
Fishbowl Discussion
Developing Talking Points
– For the fishbowl discussion you will develop a series of bullet points each of
which have different types of information.
– These should be typed and handed-in after the discussion.
– The talking points are intended to keep you focused and to use as a guide for
your discussion.
– Each bullet point should be comprehensive and thoughtful.
– This is transparent information so don’t hide your ideas or opinions.
1. The first set of bullet points begin with a series of facts. Find at least three
positions that the author expresses. In other words, what stands out for you from
the reading? For each develop a bullet point and write 2-3 sentences that provides
the basic information about that fact. Be sure to include the page number and
citation. If using a direct quote be sure to put in quotation marks.
2. The second set of bullet points provide more detail based on each of the above.
This is where you develop YOUR POSITION about the information – what you
think about the situation or the author’s claim or idea. Also, think about things like
– who does it affect, why, what are the outcomes? BE SURE TO USE THE
CRITICAL ANALYSIS THINKING SHEET.
3. The third set of bullet points is your conclusion/solution for each of the positions
you identified in #1 and developed in #2. This is the essential message that you
want to leave the group.
4. Develop questions for the group to explore based each of your bulleted facts
and/or conclusion/solutions.
IF YOU WANT TO SHARE THESE WITH ONE ANOTHER PRIOR TO YOUR
DISCUSSION SO YOU CAN THINK ABOUT YOUR RESPONSE – IT’S UP
TO YOU!
Grading Rubric for Fishbowl Project
EDUC 202
Name:
Chapter:
1.
2.
3.
4.
5.
6.
7.
8.
9.
Provides solid understanding of at least three issues
3 – Provides three well-developed facts
2 – Provides three facts but not well developed
1 – Provides less than three facts
0 – Provides no facts
Provides analysis of content meeting criteria of at least three positions
4 – Provides three well-developed and supported positions
2 – Provides three positions but not well developed or supported
1 – Provides less than three positions
0 – No positions provided
Provides analysis of content meeting criteria of at least three solutions
4 – Provides three well-developed and supported solutions
2 – Provides three solutions but not well-developed or supported
1 – Provides less than three solutions
0 – No solutions provided
Provides at questions that are thoughtful and reflective of the issue for discussion with group
3 – Provides questions that are thoughtful and reflective of the issue
2 – Provides questions but they are not but well-developed or reflective of the issue
1 – Provides less than three questions
0 – No questions provided
Discussion points are well developed and presented to the other members of the fishbowl group
3 – Discussion is easy to follow, ideas are clear and interesting
2 – Discussion is difficult to follow, ideas are vague
1 – Discussion is minimal with no new ideas
0 – No discussion
Student fully engaged in discussion
3 – Expresses own ideas with ongoing participation building on others ideas
2 – Expresses some ideas with minimal participation with some building on others ideas
1 – Little participation
0 – No participation
Student builds on others points of views
3 – Multiple responses to others points of view
2 – Minimal response to others ideas
0 – No response to others ideas
Written work is handed in as a typed hard copy
3 – Written and typed talking points are handed in immediately following the fishbowl discussion
0 – Written talking points are not handed in immediately following fishbowl discussion
Written work is well organized and thoughtful
4 – Organized as well developed talking points
3 – Organized but under-developed talking points
2 – Unorganized or bullet points
1 – Difficult or unable to read and understand
Total Fishbowl Points
/30
EDUC 202
Fishbowl Discussion
Assignment Clarification
Be sure that you read the assignment description in the syllabus
1. As a group you will discuss (only among yourselves – this is not a presentation to
the class – rather we are watching and learning from your conversation – in other
words you are the fish and we are observing you) the assigned reading for your
discussion. This discussion should last no less than 30 minutes and each person in
your group must actively participate in the discussion.
2. To facilitate a productive and meaningful discussion, each member will identify at
least 3 issues that they find important, interesting, controversial, etc and that they
would like to talk about with the group. That means if there are six members in your
fishbowl group you will have a total of at least 18 issues. There may be overlap and I
also expect that you won’t have a chance to talk about all of them so you will need to
prioritize your individual preferences – but you should be prepared.
3. EACH of your issues should have four main components: 1) Facts, 2) Your
Position, 3) Message/Solution, and 4) Questions (the questions are for the other
members of the group).
4. You must have your OWN individual set of talking points prepared prior to your
discussion (you will use your talking points document as reference).
5. The talking points are to be typed. You will hand them in after your discussion.
6. To develop your set of talking points use the “Developing Talking Points”
attachment in the “Other Assignment Templates” folder on Blackboard as a guide.
7. Let’s be clear, this is your work so make the talking points work for you. However,
I want to see that you have thought this through and are prepared to discuss with the
other members of your group. I’m not looking for bullet points. Rather, I’m looking
for thoughtful analysis and examination of the issues using complete sentences
that build/develop/explore your arguments/positions.
8. IMPORTANT: There is a grading rubric for the Fishbowl project in the
“Grading Rubrics” folder so you can see the point distribution.
EDUC 202
Fishbowl Discussion
Developing Talking Points
– For the fishbowl discussion you will develop a series of bullet points each of
which have different types of information.
– These should be typed and handed-in after the discussion.
– The talking points are intended to keep you focused and to use as a guide for
your discussion.
– Each bullet point should be comprehensive and thoughtful.
– This is transparent information so don’t hide your ideas or opinions.
1. The first set of bullet points begin with a series of facts. Find at least three
positions that the author expresses. In other words, what stands out for you from
the reading? For each develop a bullet point and write 2-3 sentences that provides
the basic information about that fact. Be sure to include the page number and
citation. If using a direct quote be sure to put in quotation marks.
2. The second set of bullet points provide more detail based on each of the above.
This is where you develop YOUR POSITION about the information – what you
think about the situation or the author’s claim or idea. Also, think about things like
– who does it affect, why, what are the outcomes? BE SURE TO USE THE
CRITICAL ANALYSIS THINKING SHEET.
3. The third set of bullet points is your conclusion/solution for each of the positions
you identified in #1 and developed in #2. This is the essential message that you
want to leave the group.
4. Develop questions for the group to explore based each of your bulleted facts
and/or conclusion/solutions.
IF YOU WANT TO SHARE THESE WITH ONE ANOTHER PRIOR TO YOUR
DISCUSSION SO YOU CAN THINK ABOUT YOUR RESPONSE – IT’S UP
TO YOU!
…
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