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ELM 200 GCU Complex Learning Analysis Worksheet

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Psychology

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Grand Canyon University

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© 2018 Grand Canyon University. All Rights Reserved.
Name: Laura Iappini-Case
Date: March 23, 2020
Course: ELM-200
Instructor: Professor Katy Sell
Complex Learning Analysis
Part 1: Fostering Critical Thinking
First Grade (Reading Standard): Students will be able to describe characters, settings, and
major events in a story using key details.
Learning
Activity
In this activity the students will listen to an audio learning to book, “Where
the Wild Things Are”. The students will listen to the book as an entire class.
The class will collaborate about the book on the white board. Listed will be
characters, setting and major events that happened in the story using
keywords. After the students have answered the questions on who else was
an important character in the story and describe the character. After, the
students have given their descriptions of the characters and why they were
frightened. The students will draw a picture of what the characters looked
like and the setting. This promotes critical thinking, reinforcement of
retrieval cues and improves the student’s physical development through their
gross or fine motor skills. Reminding the students that there was more than
one setting in the story. In closure, ask questions about what the students
remembered about the story, which character they liked, where the character
was in the story. This also helps the students remember the keywords on
what setting is, who are the characters and what were the major events that
happened throughout the story.
Explanation
Through this activity students learn to use their critical thinking and
problem-solve on what might come next. The students will identify specific
pieces of knowledge needed to understand setting, characters and major
events that happened. (Woods, Wright, Hoffman, Swartman, & Doig, 1975).
The students will also learn about social interaction and collaborating as a
group. Not only will the students develop gross and fine motor skills
through drawing pictures of the characters and setting but continually using
their thought process in why they drew that picture. Each students will
have a chance to explain their drawing and reinforce the character they
choose and the place the character was at which is the setting. Encouraging
critical thinking through disposition which “some learners have a general

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© 2018 Grand Canyon University. All Rights Reserved.
disposition to think critically about the subject matter they read and study.
(Ormrod & Jones, 2018). Starting at a young age prepares students for
future learning and diagnosing bits and pieces of the story puzzle.
Third Grade (Reading Standard): Students will be able to determine the meaning of words
and phrases as they are used in a text, distinguishing literal from nonliteral language.
Learning
Activity
In this activity students will be able to determine the meaning of words and
phrases as they are used in a text, distinguishing literal from non-literal
language. The class will be asked to create a cartoon that will explain and
use literal and non-literal phrases, such as Don’t cry over spilled milk. For
those students that might need prompts a printed sheet of cartoons will be
printed out with different actions to be determined. Students will also think
about what their parents might say to them at home. For example, can you
hear what I am saying? Clear as a Crystal might be something said back.
Explanation
This activity will engage further thinking and outside the box. Students will
better understand the meaning of phrases said like don’t rock the boat. The
students will be assessed by explaining what the literal or non-literal
meaning to them meant. This will engage students to connect to a different
way of thinking and comprehending meaning of words.
Fifth Grade (Writing Standard): Students will be able to produce clear and coherent writing
in which the development and organization are appropriate to task, purpose, and audience.
Learning
Activity
In this learning activity students will be able to produce clear and coherent
writing in which the development and organization are appropriate to task,
purpose, and audience. The students will write an opinion with supporting
details on Martin Luther King Jr.: I Have A Dream. The students will be
able to gather information from different source pertaining to Martin Luther
King, Jr. Students will create a word web outlining task, purpose and
audience. Through this web, the students will elaborate on producing clear
and coherent writing which in turn will develop and organize their fact-
finding research. Even though this activity will be done by the entire class
as an individual the outcome will be different depending on the student’s
perspective.
Explanation
Through this learning activity on clear and coherent writing not only helps
the students develop their own style of writing but further understanding of
what or who they are writing about. Learning strategies, epistemic beliefs
and self-regulated learning all plays a specific part in a student planning,
time management, self-monitoring and self-evaluation. (Ormrod & Jones,
2018). This also bring out the students’ prior knowledge to a specific topic
given.

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Name: Laura Iappini-Case Date: March 23, 2020 Course: ELM-200 Instructor: Professor Katy Sell Complex Learning Analysis Part 1: Fostering Critical Thinking First Grade (Reading Standard): Students will be able to describe characters, settings, and major events in a story using key details. Learning Activity Explanation In this activity the students will listen to an audio learning to book, “Where the Wild Things Are”. The students will listen to the book as an entire class. The class will collaborate about the book on the white board. Listed will be characters, setting and major events that happened in the story using keywords. After the students have answered the questions on who else was an important character in the story and describe the character. After, the students have given their descriptions of the characters and why they were frightened. The students will draw a picture of what the characters looked like and the setting. This promotes critical thinking, reinforcement of retrieval cues and improves the student’s physical development through their gross or fine motor skills. Reminding the students that there was more than one setting in the story. In closure, ask questions about what the students remembered about the story, which character they liked, where the character was in the story. This also helps the students remember the keywords on what setting is, who are the characters and what were the major events that happened throughout the story. Through thi ...
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