Checklist for Assignments

Course Code:
EDUC18081
Assignment:SCM
kit

1. I understand my professor’s expectations for this assignment. In

particular, I understand his/her specifications regarding collaborating with
other students.

2. I completed this assignment independently. It was not written by another

person, nor did I use another student’s work.

3. I used the documentation style recommended by my professor

consistently throughout this assignment (for example, APA).

4. When including direct quotations, I have acknowledged the use of others’ words
by including quotation marks around the quoted material and I have provided full
and accurate citations.

5. For paraphrased material, I put the original author’s ideas into my own words
and I have provided full and accurate citations.

6. I have properly acknowledged the use of any photographs, illustrations,

charts, diagrams, figures, audio, video, etc. from outside sources.

7. For this assignment, I have saved all of the articles I cited, all of my notes,
outlines and rough drafts in the event that my professor asks to see these.

8. I have never previously submitted this assignment, or parts of this assignment,

for any other course.

9. I did not share my work with anyone else, and have no intention of doing so.

10. If someone else proofread my work and provided suggestions for revisions, I
made all of the changes myself.

11. I asked a librarian or a tutor for citation help if needed.

12. I understand Sheridan’s Academic Integrity Policy, and am aware of

the consequences of breaching this policy.
13. I understand that I am required to submit my work to Turn It In to check for
originality. This process also allows me to review my initial work and correct
any identified issues prior to submitting my work for evaluation.

Student Name: Caleb Espinosa-Lozano Date: September 27, 2019

Signature: Caleb E. Espinosa

Assignment #2 - SCM

The Cycle of Learning helps illustrate the process by which students go from first seeing a lesson to

forming proficiency in learnt skills to integrate in their critical thinking. The cycle is comprised of 4

stages. The first is the acquisition stage, where students register new information with the aid of

variable strategies of presenting that information to them. Following that, students move on to

developing swiftness and mastery of the newly learned lessons at the fluency stage. The generalization

stage is where students move beyond absorbing and reinforcing feedback and are given the opportunity

to put new understandings into more practical application. By the time they reach the adaptation stage,

students are adequately versed in their learnt skill to the level of being innovative and creative with it

(Sheridan, 2019).

When it comes to the stages preceding real, hands-on application (the adaptation stage), students

can benefit from using Self Correcting Materials (SCMs) in their learning process. SCMs simply are

teaching supplies that can be used independently after class to practice and reinforce reviewed lessons.

Further, SCMs are distinctive in that they provide direct feedback on students’ comprehension and are

outside of graded assessments. They are easy to use, not overly sophisticated or misleading, and can be

made from budget supplies or even regular items that are customized to help in learning. An advantage

of these tools is the motivation they give students to strengthen their understanding while exempt of

potential pressure from classroom settings or instructors (Sheridan, 2019).

 The example of an SCM idea that will be described here is one designated for students in junior high

life science and biology classes, with an emphasis on cell biology. These are the levels at which students

are introduced to the vast terminology pertaining to this subject matter, which they will retain as they

pursue related careers in the future or even just for personal benefits like health and fitness. The SCM

essentially consists of a packet holding a game of jeopardy, designed to allow students to remember the

names and functions of the different components, that make up living cells. Using this aid would of

course follow the introduction of the cell in class, and precede subsequent lessons on metabolic

processes and activities that occur at the cellular level, for which this basic structural knowledge is

imperative.

The components required to assemble the SCM include mostly paper, which can be either regular,

construction, or even poster size. The outermost layer consists of a sheath, much like a letter-size

envelope, into which the sheet containing the information from the lesson will be inserted. The content

of the sheet will be arranged into columns and rows that designate different categories of questions and

the amount of points each is worth. Likewise, the sheath will have window openings on one side that

allow the user to view the questions one by one (shown in Figure 1). Responses can be checked right

away by pulling the sheet upward about an inch to reveal the right answer to the open window, which

will be hidden behind the solid portions of the sheath right below the windows. Upon opening each

window, students will generally see descriptions of form and function of different cell components

(membranes, organelles, medians, etc.). The larger organelles are usually easy to recognize and can

occupy the top row. Cell components that are likelier to be mixed up (lysosomes, peroxisomes, and

vacuoles for example) or that have more sophisticated roles can take up the lower rows.
 Figure 1

References

Sheridan College. (2019). Teaching and Learning Strategies, week 2 [Slides 38-56]. Oakville, Ontario

Sheridan College. (2019). Teaching and Learning Strategies, week 3 [Slides 45-59]. Oakville, Ontario