Answered You can buy a ready-made answer or pick a professional tutor to order an original one.
Collaborative Learning Multiple Choice
QUESTION 1
“Students engage in community service activities with international academic and learning goals and opportunities for reflection that connect to their academic disciplines” describes which principle?
Service-Learning
Community Service
Community-Based Learning
Volunteerism
QUESTION 2
“Students engage in activities to meet actual community needs as an integrated aspect of the curriculum” describes which principle?
Service-Learning
Community Service
Community-Based Learning
Volunteerism
QUESTION 3
How is direct service different than project-based learning?
Project-based learning allow students to gain more and diverse experiences than direct service.
Direct service requires students to fill out more forms them project-based learning.
Direct service involves one on one work with those persons served, project-based looks at the end product.
Project-based learning allows you to connect your academic learning with community challenges, whereas direct service lacks this benefit.
QUESTION 4
In service learning, students
help needy people were unable to do anything to help themselves
alone bring their assets, means an interest to the service learning environment
as well as those served, the faculty and the community partners all bring their capacities
must realize that faculty lack a strong stake in the community partnerships
QUESTION 5
For in our Service-Learning project, Julian volunteer at children’s museum reading books to preschoolers. On Julian’s first Tuesday things go well. The following Tuesday, he is late due to traffic. He tells the contact person he is unavailable the following Tuesday due to an unexpected appointment. Julian insures the contact person that you will be available for the remaining Tuesdays. Which of the following statements is the best option.
Julian has no intention of carrying out his commitment to the children’s museum.
The contact person should view Julian as flakey.
Julian created impacts sending a message opposite of his intentions
This glitch harms the collaboration and nothing can be learned
QUESTION 6
How do students benefit from engaging in community based learning?
Service-Learning guarantee students will have greater career opportunities
Students learn lessons from traditional lecture style setting
Students gain communication skills, leadership skills, and project management skills.
Students gain a sense of social change due to a free labor they provide.
QUESTION 7
When all of the contributors of the service learning receive mutual benefits from an exchange it is called
Collaboration
Leadership
Congruence
Reciprocity
QUESTION 8
In the Remen article, which of the modes of interaction does the author value?
Helping
Serving
Fixing
Testing
QUESTION 9
An agent of change is
One who creates change by working in an active collaborative process with others
Students who choose a direct service project for service learning
A framework that promotes practice leadership and positively influence others
The nature of work that you take on to accomplish your tests and achievable
QUESTION 10
Reflecting on the seven Cs, these are important for
Developing values that informed decision making in a community project
Building a genuine and complete community partnerships
Making long-term impacts on controversy with civility
Leaders to promote a common purpose for the learning and serving experience
QUESTION 11
What are some modes of reflection?
QUESTION 12
Describe the DEAL Model of critical thinking
QUESTION 13
Are there differences between service-learning and volunteering? If so, what are those differences?
QUESTION 14
How is civic capacity intertwined with service-learning?
QUESTION 15
Why do colleges require community service and service-learning?
QUESTION 16
What is the distinction between service through “charity” work and service through “solidarity” work?
QUESTION 17
In what ways can Mentors establish their perceived credibility with mentees?
QUESTION 18
List and describe the four quadrants of the Johari Window.
- @
- 1 order completed
- ANSWER
-
Tutor has posted answer for $20.00. See answer's preview
******** 1
*************** engage ** community ******* activities **** ************* ******** *** ******** ***** and ************* *** ********** **** ******** ** their academic ****************** ********* ***** ***********
Service-Learning
Community Service
*************** *********
*************
******** **
“Students ****** ** ********** ** meet ****** community ***** ** ** integrated ****** ** the ***************** ********* ***** ***********
*****************
********* ********
Community-Based *********
Volunteerism
******** **
How ** direct ******* ********* than ************* learning?
************* learning ****** ******** ** **** **** *** diverse *********** than ****** ********
****** service ******** students ** **** *** **** ***** them ************* *********
****** service ******** one on *** work with ***** persons ****** ************* ***** ** the *** product
************* ******** ****** you to ******* **** ******** learning with ********* challenges ******* ****** service ***** **** benefit
QUESTION **
** service ******** *********
**** ***** ****** **** ****** ** ** anything ** **** ***********
***** ***** ***** ****** ***** ** ******** ** the ******* ******** ************
** **** ** ***** ****** *** ******* *** *** community ******** *** ***** ***** capacities **** ******* **** ******* **** * ****** ***** ** *** community *************
******** **
*** ** *** Service-Learning project ****** volunteers ** **************** museum ******* ***** ** ************ ** ************** first ******* ****** ** **** The ********* ******* ** ** late *** ** ******* He tells *** contact ****** ** is unavailable *** following Tuesday *** ** ** ********** appointment ****** ******* *** ******* person that *** **** be ********* for *** remaining ******** ***** of *** ********* ********** ** *** best ********
****** has ** ********* ** ******** *** *** ********** to the **************** *******
*** ******* ****** ****** **** ****** ** flakey
****** ******* impacts ******* * message opposite of his ***********
**** glitch ***** *** ************* and ******* *** ** ********
******** **
How ** students ******* **** ******** ** ********* based learning?
**************** guarantee ******** **** have greater ****** opportunities
******** ***** ******* **** *********** ******* style ********
******** **** ************* skills ********** ****** and ******* ********** skills
******** gain * ***** ** ****** ****** *** ** * **** ***** **** ********
******** **
**** *** ** the contributors ** *** ******* ******** receive ****** ******** from ** exchange ** is *******
Collaboration
Leadership
Congruence
Reciprocity
QUESTION **
In *** ***** ******* ***** ** *** ***** of *********** **** *** ****** *******
********
Helping
Fixing
********
QUESTION **
An ***** ** ****** is
*** *** creates ****** by ******* in ** ****** ************* ******* **** *******
******** *** ****** * ****** ******* ******* *** service *********
* ********* that ******** practice ********** *** positively ********** *******
The ****** ** work **** *** **** ** to accomplish your ***** and achievable
******** ***
********** ** the seven ** these *** ********* ****
********** ****** **** informed ******** making ** * ********* project
Building * genuine and complete community *************
Making long-term ******* ** *********** with *********
******* ** ******* a common ******* *** the ******** *** ******* ***********
********
***
**** ***
some modes of reflection? Reflection is
a process **** ******** ** opportunity to ***** about *********** *** learn **** ***** experiences **** ***** of ********** ******* ******* ** ********* insights ******* **** presentations ********** which involve ********** through ****** multimedia *********** *** ******** QUESTION ***
******** the
**** Model of critical ********* *** deal
***** is * ********** ****** that *** ********* to ******* ******* ******** *********** ******* * ******* of ******** reflection ** ******* ***** sequential ****** *********** ** *********** in * ******** ****** *********** ** ***** *********** **** regard ** the learning ********** *** ************ ** *** Learning **** helps ** ********* improvements ** ******* *** ********* QUESTION ***
*** there
*********** ******* **************** and volunteering? ** so **** are ***** differences? ***** ***
******* *********** between **************** and ************ While **************** ** described ** ******** **** ******** ******** ** activities **** ******* others and *** community ***** **** ********* the ***** of a ***** ********** ************ ******** ******** ** ********** **** *** ******** ** ******** services *** *** sake of *** ********* and ** also ******* on *** ********** **** ** ******* learning ***** is guided *** ********** ********** ***** in ************* reflection is not ******* ** ********** ****** ** **************** there ** * ********* of structured ******** **** ******** *** ******* ** *** ******* learning while ** volunteerism ***** ** ** ********** ********* ******** ***
*** is
***** ******** *********** with service-learning? **************** *****
*********** ** ******* ***** ******** ***** it enhances *** ************* of society and *** ** improve *** society ******* ******* *** ******* *** ****** *** the *********** As a ****** *** ******* ** ********* ** ********** In ******** service-learning ***** ** ******* a **** ***** of ******* ** ********* ******* **** diversity ******* its ******** *** ************* QUESTION ***
*** **
******** ******* ********* ******* *** ****************** ******** *******
** ******* **** as * ****** ** community ******* *** **************** *** instance **** ******* *** ******************* commitment ** *** ********** In addition they improve ** ******* ********* *** ****** **** enhance ***** ********* with *** ********* ******* learning **** ******** ******* ****** ** offering **** *** ************* ** teach familiar ******** and ** ****** ******** **** **** learning ***** ********* ******** *********** ******** ***
**** **
*** *********** between ******* ******* ********************* **** *** service ******* ************************ ****** ******* the
two
being ********** ** volunteerism ***** ** a *********** between **** ******* **** ******** the process ** ******** help ** ** ********** ** ***** **** ** or **** ****** ** that ************** ** ****** ******* ** how **** **** ** ******* the ***** On *** *****
**** solidarity ******** ******* **** * person ** ***** ** ***** to identify their ***** *** ** establish how they **** ** ******* the help ******* ** **** ** ******* equality *** *** *********** ** * ********* ***** ******* ** * **** ************* ******** QUESTION *** In
**** ways
*** ******* establish their ********* *********** **** ********* ***** *** *******
**** through which mentors *** build ********* ************* **** ***** mentees *** ******** * mentor can ****** that ****** ****** a rapport **** *** ****** ** establishing mutual ******* ************ ***** *** ************ a purpose *** ***** relationship * ****** ****** **** empathize **** the ****** ***** ********** a key ** ******** an ********* ************ *** ** ******* the ****** to be open *** willing to **** *** ********* steps of ******** a ************ ****** ******* ****** ** ****** listeners since ** ******** a high level ** ************* *** also indicates **** **** *** ********** ** *** *********** of ***** ******** ******** *** List
and ********
the **** quadrants ** *** ****** ******* *** ****** (taken
***** *** **** ** *** ********* ****** **** *** ***** ******* ** * communication ***** **** ******* ** ********* understanding ******* individuals It **** ** ******** ***** with ****** through self-disclosure and ******* ****** learn ***** ********** *** ** ******* personal ****** ** ******* ******** **** others *** window is
*
****
******** **** **** the following quadrants: ****** **** **** (Quadrant ***
This ******** illustrates *** ******
that someone ***** ***** themselves *** *** ****** **** ****** **** ***** *** ** ******** ****** attitudes and knowledge • Blind Area (Quadrant ***
** illustrates ****** ***** *
person that ** or she ** *** ***** ** but are ***** ** ******* ****** ****** **** (Quadrant 3)
**** quadrant *********** things ****
* ****** ***** ***** themselves *** **** *** unknown ** ******* ****** Unknown **** ********* ***
This is *** **** ********
*** ** ********** things that *** ******* ** * person and *** also ******* to ******
