Assignment: Learning Concept Paper and Concept Presentation

Instructions and Rubrics

Purpose

The purpose of this assignment is to familiarize you with a common educational concept. In the process, you will develop your research skills, your critical thinking skills, and your presentation skills. You will use each of these skills in your major coursework, as well as during your professional life, and the concept that you present will help to inform your educational philosophy.  

Paper Instructions

You will write a 1500-word research paper, in APA-7 writing style, in which you will investigate the details, background, and applications of one educational concept. Each student will research a different concept so that a multitude of concepts are covered. In your paper you will follow the structure below to include all relevant points. 

Parts of the Paper

Your paper will include the following sections: 

Introduction. This section should briefly introduce the concept. It should capture the reader’s interest with a compelling statement on the value of the information to come. In other words, why does this idea matter?

Description. In this section, you should discuss the concept. You should describe, in detail, the meaning of the term and any related terms. You should also describe the background of the concept, including the primary theorists who espoused the idea, the historical and philosophical context in which it was coined, and its initial reception and application.   

Application. In this section, you should explain how the concept has been applied in classes since it was first conceived and how it can potentially be applied today. You should include a brief description of the reason that a teacher might apply this concept and what the expected result would be. You should also include some reasons why teachers would opt not to apply this idea.   

Analysis. In this section, you should analyze the concept. Compare and contrast your concept with other ideas, both from the era in which it emerged and from modern times. Based on your reading and thinking about this idea, explain how you believe this idea has impacted education today (if at all). This section should provide a thoughtful presentation of your thoughts based on the research you have conducted and provide facts and evidence to support your position.

Conclusion. In this section, summarize the main points of your paper by referring back to your introduction in order to reiterate the concepts you opened with. Your conclusion should capture the reader’s interest by providing possible solutions or actions that need to be taken.

References. Provide a reference list, which includes all of the research materials you cited throughout your paper.

Your paper will be graded based upon the rubric which follows.

Presentation Instructions

In a separate assignment, you will formally present your findings to the class. Your presentation should follow the same general format as the paper, but you may ultimately present the sections in a different order. In addition, your presentation should include:

• Your own experience with the concept (i.e. have your teachers done this in classes you have taken?);  
• An activity for students;
• A visual aid that deepens our understanding of the concept.

You should regard your oral presentation as an opportunity to demonstrate your mastery of this idea. You should not simply paste text on a visual aid and read it to the class. You should be able to answer questions from the class and the professor about your concept. You should practice and polish your oral presentation before you present it to the class. 

Your presentation will be graded based upon the rubric which follows. Note: your professor may require you to submit drafts and/or have a conference about this paper, and those requirements may comprise a portion of your grade on the Concept Paper assignment. 

Learning Concept Paper Rubric

Scoring Elements	Not Yet                    Approaches Expectations      Meets Expectations        Advanced
	1	2	3	4
Reading/ Research	Attempts to reference reading materials to develop response, but lacks connections or relevance to the purpose of the assignment.	Presents information from reading materials relevant to the purpose of the assignment with minor lapses in accuracy or completeness.	Accurately presents details from reading materials relevant to the purpose of the assignment to develop argument or claim.	Accurately and effectively presents important details from reading materials to develop argument or claim.
Knowledge	Demonstrates very little understanding of the concept, related concepts, its history, and/or its application.	Describes several aspects of the concept, but leaves out important information about the concept, related concepts, its history, and/or its application.	Shows a thorough understanding of the concept, related concepts, its history, and its application.	Demonstrates a complete understanding of the concept, related concepts, its history, and its application.
APA Conventions	Attempts to demonstrate some APA conventions. Sources are used without proper citation.	Implements some APA conventions but demonstrates an uneven command of the style. Inconsistently cites sources.	Demonstrates a command of APA conventions with few errors. Cites sources using appropriate format with only minor errors.	Demonstrates and maintains consistent command of APA conventions. Consistently cites sources using appropriate format.
Language Conventions	Attempts to demonstrate standard English conventions, but lacks cohesion and control of grammar, usage, and mechanics.	Demonstrates an uneven command of standard English conventions and cohesion. Uses language and tone with some inaccurate, inappropriate, or uneven features.	Demonstrates a command of standard English conventions and cohesion, with few errors. Response includes language and tone appropriate to the audience, purpose, and specific requirements of the assignment.	Demonstrates and maintains a well-developed command of standard English conventions and cohesion, with few errors. Response includes language and tone consistently appropriate to the audience, purpose, and specific requirements of the assignment.
Development	Attempts to provide details in response to the assignment, but lacks sufficient development or relevance to the purpose of the assignment. Makes no connections or a connection that is irrelevant to argument or claim.	Presents appropriate details to support and develop the focus, controlling idea, or claim, with minor lapses in the reasoning, examples, or explanations. Makes a connection with a weak or unclear relationship to argument or claim.	Presents appropriate and sufficient details to support and develop the focus, controlling idea, or claim. Makes a relevant connection to clarify argument or claim.	Presents thorough and detailed information to effectively support and develop the focus, controlling idea, or claim. Makes a clarifying connection(s) that illuminates argument and adds depth to reasoning.
Organization	Attempts to organize ideas, but lacks control of structure.	Uses an appropriate organizational structure for development of reasoning and logic, with minor lapses in structure and/or coherence.	Maintains an appropriate organizational structure to address specific requirements of the assignment. Structure reveals the reasoning and logic of the argument.	Maintains an organizational structure that intentionally and effectively enhances the presentation of information as required by the specific assignment. Structure enhances development of the reasoning and logic of the argument.

Learning Concept Presentation Rubric 

Category	4	3	2	1
Subject knowledge	Student conveys command of subject. If time permits, student engages and elaborates upon audience questions.	Student conveys satisfactory knowledge of the subject and answers questions but fails to elaborate.	Student conveys unsatisfactory knowledge of the subject and is able to answer only rudimentary questions.	Student conveys little or no knowledge of the subject; student cannot answer questions about subject.
Organization	Student presents information in a coherent, interesting sequence, with a clearly-defined introduction, main points, and conclusion.	Student presents information in a sequence that audience can follow, with an introduction and main points. Introduction or conclusion may not be distinct.	Student presents information in a sequence that audience has difficulty following; introduction, main points or conclusion may be missing.	Audience has great difficulty following presentation due to a lack of organization.
Delivery	Student enunciates clearly at appropriate volume using vocabulary appropriate for subject and audience. Problems in these areas do not affect audience understanding.	Problems in clarity, volume, pronunciation, or vocabulary rarely interfere with audience understanding.	Problems in clarity, volume, pronunciation, or vocabulary sometimes interfere with audience understanding.	Problems in clarity, volume, pronunciation, or vocabulary frequently interfere with audience understanding.
Address of Audience	Student demonstrates command of presentation material and maintains eye contact with audience, seldom returning to notes.	Student rarely breaks eye contact and sometimes returns to notes to retain control over material.	Student frequently breaks eye contact and reads much of presentation.	Student reads most of presentation with little or no eye contact.
Use of Media/ Presentation Aids(if applicable)	Presentation aids convey the structure and content of the presentation and enhance the presentation. Presentation aids show no errors in spelling, syntax, formatting, or design.	Presentation aids rarely differ from the structure or content of the presentation, but this is not distracting. Rare errors in spelling, syntax, formatting, or design are not distracting.	Presentation aids sometimes differ from the structure or content of the presentation and are sometimes distracting. Occasional errors in spelling, syntax, formatting, or design are distracting.	Presentation aids rarely support the structure or content of the presentation. Frequent errors in spelling, syntax, formatting, or design are distracting.