Read the following articles:

• Censoring Student Newspapers: An Overview
• Student Newspapers Are Part of a Curriculum, Not Forums for Free Speech
• School Administrators Have No Right to Censor Student Newspapers

Choose either of the two following arguments:

School newspapers should be subject to censorship by faculty and/or school officials. 

Or

School newspapers should have full First Amendment freedoms.

Compose a short (1-2 page)  addressing your chosen argument.

• Use any information you find valid to support your side.
• Use evidence and reason to support your argument.
• Avoid emotional appeals as much as possible.

DQ 1:

Research national and local community services and organizations that might be helpful in meeting the needs of ELL families. Share a brief description of two services/organizations. How would you help build bridges between ELL families and the resources available to them?

In your response to classmates, explain how you could see the services/organizations benefitting ELL families represented in your current teaching context, field experiences, or in general.

DQ 2:

What technology resources would you suggest to a new teacher for involving ELL families in the educational process? How can schools partner with and support ELL families who may not have equitable access to technology? Research and share one idea to ensure equity in this area. 

You are the Corporate Director for Universal Medical Supplies, Inc. You have been asked to present at an upcoming business leadership conference. The presentation will cover Critical Thinking for Challenges in Communication in the Workplace, related to specific topics. The intended audience is business leaders in many different industries.

Instructions

Choose an element of or an issue related to one of the following specific workplace challenges: Conflict Resolution, Diversity Awareness, or Gender Issues. Create a slideshow presentation that includes concepts of critical thinking related to your chosen topic and include industry examples. Audio narration/voiceover must be incorporated that fully explains your ideas.

Your presentation should include:

• An introductory slide.
• Minimum of 2 slides on critical thinking skills in reading, listening, and writing, related to your chosen topic.
• Minimum of 2 slides on valid and invalid arguments, including cogent reasoning, related to your chosen topic.
• Minimum of 2 slides on inductive and deductive reasoning, related to your chosen topic.
• Minimum of 1 slide on inference in communication, related to your chosen topic.
• A conclusion slide to summarize ideas presented.
• Reference slide with all resources listed.

You are a Training Specialist hired by Universal Medical Supplies, Inc. This organization has been experiencing low productivity and errors in communication in the workplace. As part of an ongoing professional development series, the Vice President of the Human Resources department has tasked you with creating Critical Thinking training materials. The materials will be presented in many forms and by various means to help improve productivity and communication in the organization.

For a short training presentation during a regional meeting, you have been asked to create a 3- to 5-minute video presentation illustrating the differences between deductive and inductive argument.

Instructions

Use PowerPoint and a video recording program such as Screencast-O-Matic to create a training video that is 3-5 minutes in length and includes the following elements:

• Bullet points with brief text that outlines deductive reasoning.
• Bullet points with brief text that outlines inductive reasoning.
• Clip art or images to accompany your text. You may use characters, cartoons, drawing tools, or other technologies to be creative.
• Narration related to the bullet points to explain:
• The principles underlying both deductive and inductive reasoning.
• Clear examples of both deductive and inductive reasoning in a workplace setting.
• References to your sources at the end of the video.

To create a video, you may use a video recording program on your personal device or a free web-based video recording and editing application.

Assessment Description

After choosing national and state social studies and the arts standards to explore, you must determine appropriate strategies to assist students in learning content-specific language for social studies and the arts. Content language can be difficult for students to learn and can inhibit students’ understanding of the subject. Effective strategies can help students to master difficult content area language.

Choose a grade level K-12 and CREATE A TABLE including the following:

• One standard from social studies and one standard from the arts.
• At least one learning objective that demonstrates the cross-curricular use of both standards and inclusion of content vocabulary in an inclusive classroom.
• Minimum of three aligned strategies for each standard that allow students valuable opportunities to engage with the cross-curricular content and vocabulary. Include a brief description of each strategy and how it is appropriate for an inclusive classroom.

Support your strategies and rationales with a minimum of three scholarly resources.