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1.No two groups can use the same prompts.
2. State which prompt you plan to work on. Write out the entire thing.
3. Write out in your own words what the prompt is asking of you.
4. Go into Canvas and write dow the titles of which articles will help you respond to the prompt.
5. Write down at least three points with short responses that will be important to answer for this particular prompt.
6. Find at least two images to go along with your prompt, post those images, and give a detailed explanation about how each image supports your written ideas..

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6. Why is it important for students to learn topics in depth? How does this sort of learning support broad-based learning that goes beyond textbooks? Who else might be involved in a student’s in-depth learning project?

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6. Why is it important for students to learn topics in depth? How does this sort of learning support broad-based learning that goes beyond textbooks? Who else might be involved in a student’s in-depth learning project?

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Why is it important to learn topics beyond simple memorization and recitation and how do we go about accomplishing this?
Learning in Depth by Keiran Egan
Learning in depth helps students develop interest in a topic and commit to building a community where everyone shares different ideas/opinions. This opens doors to new connections and learning strategies.
In-depth learning is important because it makes students specialists. When students are presented with content that interests them they are more willing to find out underlying information thus becoming experts in certain topics.
In my own words this questions equates to statement "Why is it important to learn topics beyond simple memorization and recitation and how do we go about accomplishing this".  The Article "Learning in depth" by Kieran Egan  states how learning in depth provides not only knowledge about the subject but also how it develops skills and knowledge that are transferable to both practical and academic settings. Egan gives the example that learning about how humanity preserves different varieties of apples allows for insight into the larger concept of global  food supply management; Through in depth learning the student was able to apply what was learned about a single food source to the larger system by understanding and recognizing they that agriculture runs on fundamentally similar concepts. The key takeaway is that knowledge learned indepth allows individuals to connect concepts to issues and topics in larger society.

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2.Why is it important for students to learn topics in depth? How does this sort of learning support broad-based learning that goes beyond textbooks? Who else might be involved in a student’s in-depth learning project?
3. This prompt is asking us to analyze the importance of going into in depth when learning. The prompt will most likely help us explore the different ways of how teachers can help students learn topics in depth and how it will benefit students. The prompt will also help us learn the difference between in depth learnings vs regular textbook education.
4. "Learning in Depth" by Keiran Egan and "Spring into Active Learning"by Alison Zmuda
5.

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You can click the plus sign below your previous post to add on something new.

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This Image of Cogs fitting together exemplifies how indepth learning creates a network of cogs that interlinks with other skills that help develop an understanding of larger related concepts.

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This image is actually a guideline of  steps on how to both promote and achieve  indepth learning

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Melissa, Steph, Brianna & Heidi

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5. Address two problematic beliefs presented in Allison Zmuda’s article “Springing into Active Learning” by showing their negative effects, and how they can be fixed.  Address some of the challenges and benefits of engaging students in active learning.
-Address two problems that can be fixed from the author's article. And how the negative affects can be fixed also the pros and cons of active learning.

Belief 6: I found proud of my work only if i receive a good grade.
Belief 7: Speed is synonymous with intelligence.
Belief 6- even if they made a big improvement they still feel unaccomplished because they didn't get an A or a B and they don't focus on the progress.
This can be fixed by focussing on the progress.
Belief 7- Students often compare themselves to the other students who finish first. They start to wonder if the student who is faster is smarter.
Everybody works at their own pace, focus on your own learning and progress and don't compare yourself to others. Quality of the work instead of quantity.

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5. Address two problematic beliefs presented in Allison Zmuda’s article “Springing into Active Learning” by showing their negative effects, and how they can be fixed.  Address some of the challenges and benefits of engaging students in active learning.
-Address two problems that can be fixed from the author's article. And how the negative affects can be fixed also the pros and cons of active learning.

Belief 6: I found proud of my work only if i receive a good grade.
Belief 7: Speed is synonymous with intelligence.
Belief 6- even if they made a big improvement they still feel unaccomplished because they didn't get an A or a B and they don't focus on the progress.
This can be fixed by focussing on the progress.
Belief 7- Students often compare themselves to the other students who finish first. They start to wonder if the student who is faster is smarter.
Everybody works at their own pace, focus on your own learning and progress and don't compare yourself to others. Quality of the work instead of quantity.