Explain how the strategy you selected facilitates the development of critical thinking skillsThis allows students to develop critical thinking skills by using their resources to critically evaluate the source.

I need you to replies to 4 classmates on discussions 1 and 2 one page reply to 2 students on discussion 1 with the reference page sapret for each and another page reply to 2 students on discussion 2 with the references.2 days agoDaria Ditzler RE: Week 9 Discussion 1COLLAPSEHello everyone! I hope that everyone is having a wonderful week thus far! A brief explanation of one online teaching strategy you might use to encourage your students’ critical thinking skills in the first week of class through the use of the online libraryThe strategy I would use is an open-ended discussion. Richardson and Ice (2009) conducted a study to determine the most effective instructional strategy for the development of critical thinking skills. The students in this study reported that they preferred the open-ended discussions opposed to case-based discussion and a debate (Richardson & Ice, 2009). Students indicated that they preferred this method because they felt as if there were no right or wrong answers, allowed them to share their opinions on topics without too many regulations, more motivated to learn because there were fewer restrictions and guidelines, able to determine and study different opinions, use creative thoughts and ideas, and finally understand the material better (Richardson & Ice, 2009).For my discussion, I would provide my students with the necessary materials they need to evaluate sources to determine their credibility. I would like to develop a checklist of sorts for students to use when evaluating their sources to determine whether or not they should use the source in scholarly writing. Then I would ask students to look at a number of articles I provide and ask them to respond to the question, “with the resources you have been given, following examination of ONE article, do you believe that this article is an appropriate scholarly resource to use?”Explain how the strategy you selected facilitates the development of critical thinking skillsThis allows students to develop critical thinking skills by using their resources to critically evaluate the source. This can be done by looking at the publisher and author to determine their credibility on the subject, identify the argument and its soundness, evaluate the supporting resources (are they timely, do they make sense in this argument?), is the logic valid, and is the author bias towards one side of the argument (Emerald Publishing, n.d.). Following their research, they will be able to formulate their opinions and share their results with their peers.I hope everyone is doing well, we are getting close to the end!ResourcesEmerald Publishing. (n.d.). Developing critical thinking. Retrieved from Emerald Publishing: https://www.emeraldgrouppublishing.com/archived/learning/study_skills/skills/critical_thinking.htmRichardson, J. C., & Ice, P. (2010). Investigating students’ level of critical thinking across instructional strategies in online discussions. Internet and Higher Education, 13(1–2), 52–59.Retrieved from the Walden Library databases.1 day agoSarah Dziubanek RE: Week 9 Discussion 1COLLAPSEWeek 9 Discussion 1: Critical Thinking and Orientation to Peer-Reviewed Scholarly ResearchTo spark online critical thinking and capture my student’s curiosity, I would invite once a week one of the university’s librarians to share topics like a psychology book and/or a peer-reviewed psychology journal talk, how to use the online library, and building research skills with my students. These sessions will offer opportunities to teach the students how to use the online library. In addition, the use of interactive media assists in attaining the students’ attention for longer periods of time and it will promote engagement on the topic (Kramer et al., 2018). Then at the end of each week, I would require an assignment to which my students would have to apply and examine those libraries’ skills and concepts. I feel that this one of the most powerful way to encourage students to encourage critical thinking, bring forth research skills, learn the importance of peer-reviewed journal articles, allow students to explore all the different tools they have at their fingertips, and share the love to read.If the librarian is not available for a book talk, the teacher can show students a book trailer instead to spark their interest in past and current books and/or peer-reviewed journals. Book and/or peer-reviewed journal trailers are like theatrical trailers that can pull students in through their sights, sounds, and compelling studies.ReferenceKramer, M., Olson, D., & Walker, J. D. (2018). Design and assessment of online, interactive tutorials that teach science process skills. Life Sciences Education, 17, 1-11. https:// doi.org/10.1187/cbe.17-06-01093 days agoChad Moltane RE: Week 9 Discussion 2 AttachmentCOLLAPSEGrading Online Discussion PostsInstructor Concerns’ While Grading Discussion Posts My major concerns while grading the online discussion post, were numerous grammar and APA errors. To setup for success and assist learner is getting their feet wet in many different types of online discussions was deemed important. According to Svinichi, and KcKeachie (2014) they point this learner’s concerns in how “grade inflation, grading leniency, contract grading, mastery grading-all of these stimulate heated discussion and cries of dismay” (p. 125).Criteria Needed to Determine Grade Assigned The criteria needed for grade assigned, was centered around improper citations, APA 7th Ed. Mechanics of writing mistakes. Thus, by utilizing various types of rubrics can assist students to uncover the necessary components of information needed in discussion for a maximum score (Ambrose, Bridges, DiPietro, Lovett, & Norman, 2010).Feelings & Insights Gained from Grading Process The feelings and insights that resulted from grading this discussion post, were that it contained many errors that with due practice will be mastered. To try to give the student some positive feedback regarding their recent discussion post. Lastly, a student who acknowledges their grade; represents what is needed and expected for this graded outcome. “Be sure that the standards and criteria used to assess students’ work are administered fairly” (Ambrose, Bridges, DiPietro, Lovett, and Norman, 2010, p. 88). ReferencesAmbrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., & Norman, M. K. (2010). How Learning Works: Seven Research-Based Principles for Smart Teaching. Jossey-Bass.Svinichi, M. D., & McKeachie, W. J. (2014). McKeachie’s Teaching Tips: Strategies, Research, & Theory for College & University Teachers. Wadsworth.CATEGORYEXCELLENTGOODFAIRPOORSCOREContent(70% possible points)Discussion post demonstrates an excellent understanding of all of the concepts and key points presented in the text/s and Learning Resources. Discussion post provides significant detail including multiple relevant examples, evidence from the readings and other sources, and discerning ideas.(63–70%)Discussion post demonstrates a good understanding of most of the concepts and key points presented in the text/s and Learning Resources. Discussion post includes moderate detail, evidence from the readings, and discerning ideas.(56–62%)Discussion post demonstrates a fair understanding of the concepts and key points as presented in the text/s and Learning Resources. Discussion post may be lacking in detail and specificity and/or may not include sufficient pertinent examples or provide sufficient evidence from the readings.(49–55%)Discussion post demonstrates poor understanding of the concepts and key points of the text/s and Learning Resources. Discussion post is missing detail and specificity and/or does not include any pertinent examples or provide sufficient evidence from the readings.(0–48%) 55 Writing(30% possible points)Discussion post is well organized, uses scholarly tone, follows APA style, uses original writing and proper paraphrasing, contains very few or no writing and/or spelling errors, and is fully consistent with graduate-level writing style. Discussion post contains multiple appropriate and exemplary sources expected/required for the assignment.(27–30%)Discussion post is mostly consistent with graduate-level writing style. Discussion post may have some small or infrequent organization, scholarly tone, or APA-style issues, and/or may contain a few writing and spelling errors and/or somewhat less than the expected number of or type of sources.(24–26%)Discussion post is somewhat below graduate-level writing style, with multiple smaller or a few major problems. Discussion post may be lacking in organization, scholarly tone, APA style, and/or contain many writing and/or spelling errors, or it shows moderate reliance on quoting vs. original writing and paraphrasing. Discussion post may contain inferior resources (number or quality).(21–23%)Discussion post is well below graduate-level writing style expectations for organization, scholarly tone, APA style, and writing, or it relies excessively on quoting. Discussion post may contain few or no quality resources.(0–20%)25Instructor comments: Please review numerous reference, citation, and punctuation errors from the APA 7th Edition Guide, please! Your writing will improve by next week with these implementations and with practice! Sincerely, Professor Chad Moltane Total Score (100% possble):80File week nine.docx (20.057 KB) REPLY QUOTE EMAIL AUTHORHide 3 replies1 day agoEmma Schutte Week 9 Discussion 2 – Main Post (Emma Schutte) AttachmentCOLLAPSEConcerns There are three major concerns that stood out to me while reading this discussion post. First, the student may have engaged in unintentional plagiarism because of consistent issues related to in-text and reference citations. Second, the student does not appear to have an understanding of APA 7 guidelines and will likely need more assistance than what can be provided in the feedback for a single assignment. Third, it is unclear whether the student has the skills to consume, evaluate, and apply findings from research, which will make it tremendously difficult to succeed in the course. Hence, each of these issues will likely need to be addressed more deeply with the student. Criteria Regarding the criteria I used to select a grade for this discussion post, my responses were largely based on the guidelines for each grade level in the rubric. The rubric explicitly explains what types of writing and synthesis are required for each range, and the student’s work was consistent with the lowest grade range for each category. For example, I assumed the student did not have a clear understanding of why sleep was important because that portion of the prompt was entirely skipped. Similarly, the student exclusively paraphrases and quotes research articles without sharing insights. Therefore, my grading judgements were made solely according to the guidelines in the rubric. Insights Personally, I would have liked to make the rubric more specific in order to facilitate a more effective grading process. The ranges in each of the category are broad, making it difficult to distinguish between a 30% or 10%. I also found myself wanting to reach out to the student to see if it would be necessary to make referrals to the library, writing center, or other support services. I also have a difficult time feeling comfortable with giving severely low grades because empathy places me in the shoes of the student. Thus, I imagine that giving harsh grades might be just as painful for me as it will be for the student receiving them. CATEGORYEXCELLENT GOOD FAIR POOR SCORE1) Content(70% possible points)Discussion post demonstrates an excellent understanding of all of the concepts and key points presented in the text/s and Learning Resources. Discussion post provides significant detail including multiple relevant examples, evidence from the readings and other sources, and discerning ideas. (63–70%)Discussion post demonstrates a good understanding of most of the concepts and key points presented in the text/s and Learning Resources. Discussion post includes moderate detail, evidence from the readings, and discerning ideas.(56–62%)Discussion post demonstrates a fairunderstanding of the concepts and key points as presented in the text/s and Learning Resources. Discussion post may be lacking in detail and specificity and/or may not include sufficient pertinent examples or provide sufficient evidence from the readings.(49–55%)Discussion post demonstrates poor understanding of the concepts and key points of the text/s and Learning Resources. Discussion post is missing detail and specificity and/or does not include any pertinent examples or provide sufficient evidence from the readings.(0–48%)25%     2) Writing(30% possible points)Discussion post is well organized, uses scholarly tone, follows APA style, uses original writing and proper paraphrasing, contains very few or no writing and/or spelling errors, and is fully consistent with graduate-level writing style. Discussion post contains multipleappropriate and exemplary sources expected/required for the assignment.(27–30%)Discussion post is mostlyconsistent with graduate-level writing style. Discussion post may have some small or infrequent organization, scholarly tone, or APA-style issues, and/or may contain a few writing and spelling errors and/or somewhat less than the expected number of or type of sources.(24–26%)Discussion post is somewhat below graduate-level writing style, with multiple smaller or a few major problems. Discussion post may be lacking in organization, scholarly tone, APA style, and/or contain many writing and/or spelling errors, or it shows moderate reliance on quoting vs. original writing and paraphrasing. Discussion post may contain inferior resources (number or quality). (21–23%)Discussion post is well below graduate-level writing style expectations for organization, scholarly tone, APA style, and writing, or it relies excessively on quoting. Discussion post may contain few or no quality resources.(0–20%)5%     Instructor comments:You are missing the second part of the prompt for this exercise (Why is sleep important). It is not clear what your major takeaways are from having read the research articles you cited.Your reference list and discussion post are not consistent with each other. Some sources have in-text citations without a reference list citation and vice versa. You have exclusively quoted/paraphrased research articles without noting major insights or synthesizing the content to answer the prompts. Your reference list is also not consistent with APA 7 guidelines. Total Score (100% possble):30%     File Wk9Disc2SchutteE.docx (9.404 KB) REPLY QUOTE EMAIL AUTHOR