Topic: gambling

Psychology Topic: gambling Paper details: Students are asked to prepare a Report (maximum length 5 pages; 12 point Times New Roman, double spaced, 1 inch margins) on a newspaper article that describes a published research paper on gambling. We will discuss article selection in class. The Report should describe the objectives and findings of the journal paper, including limitations and weaknesses (for a more detailed marking scheme, see below). High marks can be awarded for reports on flawed research studies. The Report should describe the implications of the research for treatment, public policy, or gambling theory. Strong marks will be given for considering implications that are not discussed in the article or paper. The report should consider the accuracy of the media coverage (Does the news article ‘dumb down’ the findings? Does the journalist show evidence of a pro‐ or anti‐ gambling ‘agenda’? How might reporting influence public understanding of gambling, for better or worse?). The written assignment will be given a mark out of 30, with marks allocated for the following: ‐ accurately and concisely describing the objectives of the original research article (4 points) ‐ accurately and concisely describing the design of the original research article, with awareness of limitations (4 points) ‐ accurately and concisely describing the findings of the original research article (4 points) ‐ consideration of how the research informs either treatment, gambling theory, or public policy (4 points) Education Topic: Designing a Curriculum Paper details: Curriculum and Design Develop a concept-based curriculum unit including the elements listed below. It is the expectation that you will develop a new unit using this process. The concept-based unit will follow the unit design template of Dr. Jay McTighe’s Understanding by Design format and will include the elements listed below. • A Unit Title (3-4 weeks) and Additional Information: Title should capture the essence of the topic and create excitement for the unit. Name of teacher, duration, subject and grade level are listed. • Unit Summary: Should give an overview of what the students will learn, why the learning is important and how students will demonstrate their learning. • Established Goals/Learning Standards: State standards must align with the selected grade level/content: Literacy standards must be included. • Essential Questions: Essential questions must align with the learning standards and go beyond a simple yes/no/factual answer. The purpose of essential questions is to extend learning to a conceptual level. The big ideas • Enduring Understandings: Must clearly focus on the big ideas of the unit. What the understanding the students should have as a result of this unit? These will align with the essential questions. • Knowledge: What are the factual topics that you want the students to know and be able to do? Included in this section is the suggested unit vocabulary. • Skills: What do you want the students to be able to do as a result of this unit? (Usually includes a verb). • Performance Assessment (Summative): Engages the students in an authentic learning project which aligns with the goals being assessed through the PA Prompt. • Scoring Rubric: Performance Assessment Criteria for the rubric aligns with the goals being assessed. Descriptors in each numerical category are well defined and differentiated from level to level. • Lesson Plans: Lessons for a minimum of threes weeks will describe what will happen daily throughout the unit. The length of the class period should be included along with any other important information. • Technology: Include the use of technology for the 21st century learners. • Resources: Unit Resources should be listed in APA format. Resource ideas shared in class could be part of the resource list. Please embed 7 APA references from 2012 or newer.
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