With your group, s ign up here. Then c lick here to check your group information.- The Disciplinary Mind:
- The Synthesizing Mind:
- The Creating Mind:
- The Respectful Mind:
- The Ethical Mind:
Each group will find 3 articles:
·
1 encyclopedia article from Gale Virtual Ref Library,
·
1 scholarly article from Gale PowerSearch, and
·
1 other article (scholarly, magazine or newspaper)
They will create an
annotated bibliography of these for LIBR 100. Very similar to past
semesters, except this semester we are asking for 3 articles and this
semester we are using Gale PowerSearch because it’s
better than Student Resource Center, which we used in the past. We
found some pretty good results by typing in “Five Minds for the Future”
as a phrase with quotation marks.
Work with your group to complete the following:- Write the summary of your chapter.
- Decide on your response to the chapter.
- Write the thesis of your presentation.
- Decide on how you will support your thesis. Use information from at least one website to support your thesis. You will be expected to write a Works Cited section for your presentation.
- Write an outline of your presentation
- How will you present your information?
- Be creative and plan to engage your audience.
- Make sure you refer to the text to support your ideas as you would in an essay.
- You may use Powerpoint, but make sure you keep the text on the slides to the minimum (3 points per slide).
- Your group will get 15 minutes to present this information.
Group Presentation * The Disciplinary Mind: * The Synthesizing Mind: * The Creating Mind: * The Respectful Mind: * The Ethical Mind: Presentation Rubric
| 1 | 2 | 3 | 4 | Total | Organization | Audience cannot understand presentation because there is no sequence of information. | Audience has difficulty following presentation because student jumps around. | Student presents information in logical sequence which audience can follow. | Student presents information in logical, interesting sequence which audience can follow. |
| Subject Knowledge | Student does not have grasp of information; student cannot answer questions about subject. | Student is uncomfortable with information and is able to answer only rudimentary questions. | Student is at ease with expected answers to all questions, but fails to elaborate. | Student demonstrates full knowledge (more than required) by answering all class questions with explanations and elaboration. |
| Mechanics | Student's presentation has four or more spelling errors and/or grammatical errors. | Presentation has three misspellings and/or grammatical errors. | Presentation has no more than two misspellings and/or grammatical errors. | Presentation has no misspellings or grammatical errors. |
| Eye Contact | Student reads all of report with no eye contact. | Student occasionally uses eye contact, but still reads most of report. | Student maintains eye contact most of the time but frequently returns to notes. | Student maintains eye contact with audience, seldom returning to notes. |
| Elocution | Student mumbles, incorrectly pronounces terms, and speaks too quietly for students in the back of class to hear. | Student's voice is low. Student incorrectly pronounces terms. Audience members have difficulty hearing presentation. | Student's voice is clear. Student pronounces most words correctly. Most audience members can hear presentation. | Student uses a clear voice and correct, precise pronunciation of terms so that all audience members can hear presentation. |
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