Group Members (C):
Ekaterina Chshyogoleva; Duke Enofe; Jamie James-Guy; Vandita Sahay; Huijun Tong
Note: Huijun—you did not submit the same project. Your submission seems to be a draft submission with the first 10 slides related to group tasks, contact information, etc. You also did not have some of the same slides as the final copy submitted by the other group members. Other slides were unfished or incomplete. It is important to wait for the final copy before submitting it.
My Feedback:
Excellent! This presentation has a logical flow. The topics/sub-topics connected well and seamlessly throughout the presentation. This group demonstrates professionalism, scholarly knowledge and application, and creativity. I thoroughly enjoyed this presentation.
Included a title slide: Yes, a title slide is included. You have a professional title page; easy to read; and professional (color, font size, headings).
I really like the addition of your photos on the title slide!
For future reference, if names are not alphabetized on the title slide, it shows the greatest to least contributors or honorable/credentialed contributors listed first.
Included an introduction – Yes, an introduction is provided!
Define multicultural learning: Yes, perfect! You include a good definition of multicultural learning.
Note: I am very impressed so far! You have great content and vivid visuals.
Research two approaches/theories for applying multicultural learning to reading and writing in the classroom. Summarize each approach, including, key terms, and real-life examples:
I am so impressed with each slide in this section. Your depth and understanding of all approaches are amazing and clear. This section is thorough and thoughtful.
This group effectively chooses and clearly summarizes two multicultural learning approaches/theories.
Key terms are addressed. For the second approach, more real-life examples (explained with a visual) are needed.
Compare and contrast these two approaches, focusing specifically on how each method would affect the students:
Perfect! You fully compare and contrast these two approaches.
Create a unit topic. Choose 3 multicultural reading pieces (a mix of fiction and nonfiction) that can be applied to this unit.
An introduction to the unit is provided.
Great book choices! A combination of fiction and nonfiction multicultural reading pieces are provided!
This group explained the process of choosing each reading piece. This should have been separate for each reading piece and not combined.
This group explained the relevance of each piece.
Excellent! You explained what reading strategies would be used to teach each piece.
Create 2 multicultural writing assignments that can be applied to this unit:
You explained the process of choosing and the relevance of each assignment.
You explained what writing strategies would be used for each assignment.
The process of choosing and relevance should not be combined as they are separate requirements, and it should be clear that you understand the difference.
Overall, excellent! I am so impressed with the breadth and depth this group is providing.
Discuss how multicultural learning plays a role in teaching reading and writing in the secondary classroom.
Good job. You provided depth in this section! Your expertise is evident.
Included a reference slide(s) – Yes.
Mechanics/APA/Other:
The flow and structure are easy to follow and scholarly presented!
Sentences are well-phrased, varied in length and structure, and flow smoothly from one another.
In APA 7, present both DOIs and URLs as hyperlinks (i.e., beginning with DOI as follows: https://doi.org/xxxx
This was not consistent on the reference slides.
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Thank you for your hard work on this presentation. It is obvious you invested time and effort into completing this presentation. 😊
Dr. Van Buren