Marques, J. (2014) Leadership and mindful behavior. New York, NY: Palgrave Macmillan. chapter 3,4,5 summarized in 10 Hours
INTERACTIVE Presentation of textbook chapters: Beginning with week 3, I will ask students to present each chapters topics. You may use multi-media and/or any additional materials. However, you should assume that your colleagues have read the chapter, so
Instead, engage the class in a discussion, activity, quiz, etc.,
in the assigned chapters. All team members must have a speaking part
you should not retell the chapter materials
in the presentation and will be graded down for reading from the slides and/or mispronouncing or misusing words included in their parts.
Textbook Chapter Presentation Grading Rubric:
which
.
highlights and elaborates on SOME of the most interesting topics
25 points (each)
15 points
10 points
5 points
Delivery and enthusiasm
Very clear and concise flow of ideas. Demonstrates passionate interest in the topic and engagement with the class
Clear flow of ideas
Demonstrates interest in topic and engages with the class
Most ideas flow but focus is lost at times
Limited evidence of interest in and engagement with the topic
Hard to follow the flow of ideas
Lack of enthusiasm and interest
Visuals
Visuals augmented and extended comprehension of the issues in the unique ways
Use of visuals relates to the material
Limited use of visuals loosely related to the material
No use of visuals
Involvement of the class: questions, activities, generating discussions
Excellent and salient discussion points that elucidated material to
Questions and discussion addressed important information that
Questions and discussion addressed surface features of the topic
Little or no attempt to engage the class in learning
develop deep understanding Appropriate and imaginative activities used to extend understanding in a creative manner
developed understanding Appropriate activities used to clarify understanding
Limited use of activities to clarify understanding
Response to class queries
Excellent response to student comments and discussion with appropriate content supported by theory/research
Good response to class question and discussion with some connection made to theory/research
Satisfactory response to class questions and discussion with limited reference to theory and research
Limited response to questions and discussion with no reference to theory/research
https://digitalcollection.zhaw.ch/bitstream/11475/7681/1/Koller_Nadine_W.MA.IB.pdf
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