ASSIGNMENT 21

Day 1 Hour 1 Lesson Title:

Definition and Description of Leadership

SOL or your State Objective:

To develop understanding of leadership concept

NAGC Standard :

NAGC Standard 1: Learning and Development

Teacher Involvement or what the Teacher will do to facilate the lesson (detailed description and cite scholarly support for why is it appropriate for gifted learners):

Teacher Actions:

· Presenting the students with questions instead explaining the answers.

· Trading lectures for close-ended as well as open-ended questioning (Lee et. Al., 2012).

· Encourage the students to work together instead of telling them how something works, and seeking them out an explanation for themselves.

· Encourage the students to find out explanation instead just listening the version of teacher for events.

Students must be encouraged to initialize the place and information it in their long term memory bank (Lee et. Al., 2012).

Student Involvement or what the student will be doing (detailed description and cite support for using with gifted learners):

Student Actions:

· Creating learning partnership with students.

· Instead of performing standard roles as a teacher, or being subservient students, it is important to set up a partnership with the students.

· Work as a class group in order to discover the information and enhancing group understanding of content material.

· Teacher will avoid setting as a subject expert, discovering the information and enhancing group understanding of content material (Lee et. Al., 2012).

Avoid setting up as an expert, work together as a tour guide while leading the students through a landscape of education.

Books and Materials used in creating the lesson and to be used with the lesson:

· List the items: Students have to collect all relevant information and data regarding the topic assigned.

· They have to play an active role and active participation during the learning process.

· Instead of being a traditional student, and learn in traditional ways, students have to participate, group discussion, class discussion, prepare presentations for assigned topics.

Students must come with preliminary understanding and reading on topics assigned for the next class and session.

Assessment Activity with Rubric ( cite how is this appropriate for gifted students):

· Include your Activity and Rubric here: Evaluation of students will be done on their class participation, class quizzes, quality of reports, contents of the presentation and other related aspects.

· Class participation, class quizzes, class assignments, and self study and research will contribute equally in the final assessment (25% for each sub-category)

· Start the class with the description of a topic.

· Give case studies to students and ask them to identify leadership, leadership activities, and identify the importance and significance of leadership based on case studies.

Ask them to prepare the document to summarize the leadership, its importance and evolution and history of leadership.

Criteria

Rubric

Proficient

Competent

Novice

Organization of Assignments.

16–20

Contents are organized clearly and are comprised of cohesive unit

11–15

Contents are organized effectively and comprised of connected units

0–10

Inability of organizing the lessons effectively and is not connected.

Contents

26–30

All assignments are integrated clearly and with creativity, contents cover details with justification.

21–25

Contents are creatively integrated, adequately detailed, have some justifications.

0–20

Contents are not effectively integrated, contents have a lack of creativity, and there is no or little justification.

Presentation

16–20

Detailed presentation, covering all the aspects of concept, theories behind the concepts, with detailed description and effective handling of questions from other participants and students.

11–15

Details are presented effectively, covering all aspects of assigned concept, with detailed description and good in handling question answer session.

0–10

Contents are not detailed, inability of covering different aspects of topic or lacking theoretical justification. Inability of handling question answers.

Day 2 Hour 2 Lesson Title:

Theories of Leadership

SOL or your State Objective:

Ensuring the Assessment of Student Outcomes with the Evidence Based Practices

NAGC Standard :

Assessment

Teacher Involvement or what the Teacher will do to facilate the lesson (detailed description and cite scholarly support for why is it appropriate for gifted learners):

Teacher Actions:

· Provide the basic concepts of leadership.

· Describe different theories of leadership (Marques, 2007).

· Describe the emergence of different schools of thoughts based on criticism on previous theories.

Case studies to summarize the practical application of leadership (Marcketti, et. Al., 2012).

Student Involvement or what the student will be doing (detailed description and cite support for using with gifted learners):

Student Actions:

· Students have to prepare handouts for different theories (Bezzina and Burford, 2010).

· Study different research papers and articles describing the application of theories of leadership.

Prepare the fact sheet based on findings of different identified research papers for application of leadership theories in practical life (Marques, 2007).

Books and Materials used in creating the lesson and to be used with the lesson:

List the items:

· Research articles

· Books.

· Periodicals.

Handouts provided by teachers.

Assessment Activity with Rubric ( cite how is this appropriate for gifted students):

· Start the class with the description of the topic.

· Give case studies to students and ask them to identify leadership, leadership activities, and identify different theories of leadership based on case studies.

· Ask them to prepare the document to summarize different leadership theories chronologically.

· Evaluation of students will be done on their class participation, class quizzes, quality of reports, contents of presentation and other related aspects.

Class participation, class quizzes, class assignments, and self study and research will contribute equally in final assessment (25% for each sub-category)

Criteria

Rubric

Proficient

Competent

Novice

Organization of Assignments.

16–20

Contents are organized clearly and are comprised of cohesive unit

11–15

Contents are organized effectively and comprised of connected units

0–10

Inability of organizing the lessons effectively and are not connected.

Contents

26–30

All assignments are integrated clearly and with creativity, contents cover details with justification.

21–25

Contents are creatively integrated, adequately detailed, have some justifications.

0–20

Contents are not effectively integrated, contents have lacking of creativity, and there is no or little justification.

Presentation

16–20

Detailed presentation, covering all the aspects of concept, theories behind the concepts, with detailed description and effective handling of questions from other participants and students.

11–15

Details are presented effectively, covering all aspects of assigned concept, with detailed description and good in handling question answer session.

0–10

Contents are not detailed, inability of covering different aspects of topic or lacking theoretical justification. Inability of handling question answers.

Day 3 Hour 3 Lesson Title:

Difference between Management and Leadership

SOL or your State Objective:

To ensure the student outcomes for curriculum planning and instructions with evidence based practices

NAGC Standard :

Curriculum and Instructions

Teacher Involvement or what the Teacher will do to facilate the lesson (detailed description and cite scholarly support for why is it appropriate for gifted learners):

Teacher Actions:

· Provide the case studies for differentiation in management and leadership concepts.

· Differentiate the leadership and management through class games.

Provide the description about how leadership is different from management with different concepts, practical examples and theoretical justification.

Student Involvement or what the student will be doing (detailed description and cite support for using with gifted learners):

Student Actions:

· Identify different research articles which differentiate these concepts (Bezzina and Burford, 2010).

· Identify different cases when organizations in which leadership has been identified as more effective than that of management (Marques, 2007).

Prepare the fact sheets based on the findings of the research.

Books and Materials used in creating the lesson and to be used with the lesson:

List the items:

· Research articles

· Books.

· Periodicals.

Handouts provided by teachers (Normore and Jean-Marie, 2010).

Assessment Activity with Rubric ( cite how is this appropriate for gifted students):

Include your Activity and Rubric here:

· Start the class with the description of the topic.

· Give case studies to students and ask them to identify how management is different from leadership.

· Ask them to prepare document to summarize different between leadership and management based on documents provided.

· Evaluation of students will be done on their class participation, class quizzes, quality of reports, contents of presentation and other related aspects.

Class participation, class quizzes, class assignments, and self study and research will contribute equally in the final assessment (25% for each sub-category)

Criteria

Rubric

Proficient

Competent

Novice

Organization of Assignments.

16–20

Contents are organized clearly and are comprised of cohesive unit

11–15

Contents are organized effectively and comprised of connected units

0–10

Inability of organizing the lessons effectively and are not connected.

Contents

26–30

All assignments are integrated clearly and with creativity, contents cover details with justification.

21–25

Contents are creatively integrated, adequately detailed, have some justifications.

0–20

Contents are not effectively integrated, contents have lacking of creativity, and there is no or little justification.

Presentation

16–20

Detailed presentation, covering all the aspects of concept, theories behind the concepts, with detailed description and effective handling of questions from other participants and students.

11–15

Details are presented effectively, covering all aspects of assigned concept, with detailed description and good in handling question answer session.

0–10

Contents are not detailed, inability of covering different aspects of topic or lacking theoretical justification. Inability of handling question answers.

Day 4 Hour 4 Lesson Title:

Leadership as Success Factor for Business Organizations

SOL or your State Objective:

To ensure the outcomes of students for learning environment with the evidence based practices.

NAGC Standard :

Learning Environment

Teacher Involvement or what the Teacher will do to facilate the lesson (detailed description and cite scholarly support for why is it appropriate for gifted learners):

Teacher Actions:

· Provide the case studies for successful application of leadership in the modern era of business.

· Provide the evidences how leadership contributes in the success of business (Davis et. Al., 2018).

Provide details of the world’s successful leaders and how they lead to the success of their businesses.

Student Involvement or what the student will be doing (detailed description and cite support for using with gifted learners):

Student Actions:

· Identify different research articles which provide evidences on contribution of leadership in the success of business (Normore and Jean-Marie, 2010).

· Identify different cases when organizations in which ineffective leadership leads to the failure of business organizations (Davis et. Al., 2018).

Prepare the fact sheets based on the findings of research.

Books and Materials used in creating the lesson and to be used with the lesson:

List the items:

· Research articles

· Books.

· Periodicals.

Handouts provided by teachers.

Assessment Activity with Rubric ( cite how is this appropriate for gifted students):

Include your Activity and Rubric here:

· Start the class with the description of the topic.

· Give case studies to students and ask them to identify importance of leadership for success of business organization (Davis et. Al., 2018).

· Ask them to prepare a document to summarize significance and importance of leadership.

· Evaluation of students will be done on their class participation, class quizzes, quality of reports, contents of presentation and other related aspects.

Class participation, class quizzes, class assignments, and self study and research will contribute equally in the final assessment (25% for each sub-category)

Criteria

Rubric

Proficient

Competent

Novice

Organization of Assignments.

16–20

Contents are organized clearly and are comprised of cohesive unit

11–15

Contents are organized effectively and comprised of connected units

0–10

Inability of organizing the lessons effectively and are not connected.

Contents

26–30

All assignments are integrated clearly and with creativity, contents cover details with justification.

21–25

Contents are creatively integrated, adequately detailed, have some justifications.

0–20

Contents are not effectively integrated, contents have lacking of creativity, and there is no or little justification.

Presentation

16–20

Detailed presentation, covering all the aspects of concept, theories behind the concepts, with detailed description and effective handling of questions from other participants and students.

11–15

Details are presented effectively, covering all aspects of assigned concept, with detailed description and good in handling question answer session.

0–10

Contents are not detailed, inability of covering different aspects of topic or lacking theoretical justification. Inability of handling question answers.

Day 5 Hour 5 Lesson Title:

Leadership Styles

SOL or your State Objective:

To ensure the student outcomes for professional development with evidence based practices

NAGC Standard :

Professional Development

Teacher Involvement or what the Teacher will do to facilate the lesson (detailed description and cite scholarly support for why is it appropriate for gifted learners):

Teacher Actions:

· Provide the case studies for successful application of leadership in the modern era of business.

· Provide the evidence how leadership contributes in the success of business.

Provide details of the world’s successful leaders and how they lead to the success of their businesses (Marques, 2007).

Student Involvement or what the student will be doing (detailed description and cite support for using with gifted learners):

Student Actions:

· Identify different research articles which provide evidences for different styles of leadership (Marques, 2007)

· Identify different cases when organizations in which different styles of leadership have contributed in success of business.

Identify different situations where different leadership styles are effective (Allen and Williams, 2015).

Books and Materials used in creating the lesson and to be used with the lesson:

List the items:

· Research articles

· Books.

· Periodicals.

Handouts provided by teachers

Assessment Activity with Rubric ( cite how is this appropriate for gifted students):

Include your Activity and Rubric here:

· Start the class with the description of the topic.

· Give case studies to students and ask them to identify different styles in which leadership is done effectively (Davis et. Al., 2018).

· Ask them to prepare a document to summarize different leadership styles and ways of leading and motivating followers and employees.

· Evaluation of students will be done on their class participation, class quizzes, quality of reports, contents of presentation and other related aspects.

Class participation, class quizzes, class assignments, and self study and research will contribute equally in final assessment (25% for each sub-category)

Criteria

Rubrics

Proficient

Competent

Novice

Organization of Assignments.

16–20

Contents are organized clearly and are comprised of cohesive unit

11–15

Contents are organized effectively and comprised of connected units

0–10

Inability of organizing the lessons effectively and are not connected.

Contents

26–30

All assignments are integrated clearly and with creativity, contents cover details with justification.

21–25

Contents are creatively integrated, adequately detailed, have some justifications.

0–20

Contents are not effectively integrated, contents have lacking of creativity, and there is no or little justification.

Presentation

16–20

Detailed presentation, covering all the aspects of concept, theories behind the concepts, with detailed description and effective handling of questions from other participants and students.

11–15

Details are presented effectively, covering all aspects of assigned concept, with detailed description and good in handling question answer session.

0–10

Contents are not detailed, inability of covering different aspects of topic or lacking theoretical justification. Inability of handling question answers.

Day 1 Hour 1 Lesson Title:

Definition and Description of Leadership:

SOL or your State Objective:

To develop understanding of leadership concept:

NAGC Standard:

NAGC Standard 1: Learning and Development:

Teacher Actions:

· Presenting the students with questions instead explaining the answers.

· Trading lectures for close-ended as well as open-ended questioning (Lee et. Al., 2012).

· Encourage the students to work together instead of telling them how something works, and seeking them out an explanation for themselves.

· Encourage the students to find out explanation instead just listening the version of teacher for events.

· Students must be encouraged to initialize the place and information it in their long term memory bank (Lee et. Al., 2012).

Student Actions:

· Creating learning partnership with students.

· Instead of performing standard roles as a teacher, or being subservient students, it is important to set up a partnership with the students.

· Work as a class group in order to discover the information and enhancing group understanding of content material.

· Teacher will avoid setting as a subject expert, discovering the information and enhancing group understanding of content material (Lee et. Al., 2012).

· Avoid setting up as an expert, work together as a tour guide while leading the students through a landscape of education.

List the items:

· Students have to collect all relevant information and data regarding the topic assigned.

· They have to play an active role and active participation during the learning process.

· Instead of being a traditional student, and learn in traditional ways, students have to participate, group discussion, class discussion, prepare presentations for assigned topics.

· Students must come with preliminary understanding and reading on topics assigned for the next class and session.

Include your Activity and Rubric here:

· Evaluation of students will be done on their class participation, class quizzes, quality of reports, contents of the presentation and other related aspects.

· Class participation, class quizzes, class assignments, and self study and research will contribute equally in the final assessment (25% for each sub-category)

· Start the class with the description of a topic.

· Give case studies to students and ask them to identify leadership, leadership activities, and identify the importance and significance of leadership based on case studies.

· Ask them to prepare the document to summarize the leadership, its importance and evolution and history of leadership.

Criteria

Rubrics

Proficient

Competent

Novice

Organization of Assignments.

16–20

Contents are organized clearly and are comprised of cohesive unit

11–15

Contents are organized effectively and comprised of connected units

0–10

Inability of organizing the lessons effectively and is not connected.

Contents

26–30

All assignments are integrated clearly and with creativity, contents cover details with justification.

21–25

Contents are creatively integrated, adequately detailed, have some justifications.

0–20

Contents are not effectively integrated, contents have a lack of creativity, and there is no or little justification.

Presentation

16–20

Detailed presentation, covering all the aspects of concept, theories behind the concepts, with detailed description and effective handling of questions from other participants and students.

11–15

Details are presented effectively, covering all aspects of assigned concept, with detailed description and good in handling question answer session.

0–10

Contents are not detailed, inability of covering different aspects of topic or lacking theoretical justification. Inability of handling question answers.

Day 2 Hour 2 Lesson Title:

Theories of Leadership:

SOL or your State Objective:

Ensuring the Assessment of Student Outcomes with the Evidence Based Practices.

NAGC Standard :

Assessment:

Teacher Actions:

· Provide the basic concepts of leadership.

· Describe different theories of leadership (Marques, 2007).

· Describe the emergence of different schools of thoughts based on criticism on previous theories.

· Case studies to summarize the practical application of leadership (Marcketti, et. Al., 2012).

Student Actions:

· Students have to prepare handouts for different theories (Bezzina and Burford, 2010).

· Study different research papers and articles describing the application of theories of leadership.

· Prepare the fact sheet based on findings of different identified research papers for application of leadership theories in practical life (Marques, 2007).

List the items:

· Research articles

· Books.

· Periodicals.

· Handouts provided by teachers.

Include your Activity and Rubric here:

· Start the class with the description of the topic.

· Give case studies to students and ask them to identify leadership, leadership activities, and identify different theories of leadership based on case studies.

· Ask them to prepare the document to summarize different leadership theories chronologically.

· Evaluation of students will be done on their class participation, class quizzes, quality of reports, contents of presentation and other related aspects.

· Class participation, class quizzes, class assignments, and self study and research will contribute equally in final assessment (25% for each sub-category)

Criteria

Rubrics

Proficient

Competent

Novice

Organization of Assignments.

16–20

Contents are organized clearly and are comprised of cohesive unit

11–15

Contents are organized effectively and comprised of connected units

0–10

Inability of organizing the lessons effectively and are not connected.

Contents

26–30

All assignments are integrated clearly and with creativity, contents cover details with justification.

21–25

Contents are creatively integrated, adequately detailed, have some justifications.

0–20

Contents are not effectively integrated, contents have lacking of creativity, and there is no or little justification.

Presentation

16–20

Detailed presentation, covering all the aspects of concept, theories behind the concepts, with detailed description and effective handling of questions from other participants and students.

11–15

Details are presented effectively, covering all aspects of assigned concept, with detailed description and good in handling question answer session.

0–10

Contents are not detailed, inability of covering different aspects of topic or lacking theoretical justification. Inability of handling question answers.

Day 3 Hour 3 Lesson Title:

Difference between Management and Leadership:

SOL or your State Objective:

To ensure the student outcomes for curriculum planning and instructions with evidence based practices

NAGC Standard :

Curriculum and Instructions:

Teacher Actions:

· Provide the case studies for differentiation in management and leadership concepts.

· Differentiate the leadership and management through class games.

· Provide the description about how leadership is different from management with different concepts, practical examples and theoretical justification.

Student Actions:

· Identify different research articles which differentiate these concepts (Bezzina and Burford, 2010).

· Identify different cases when organizations in which leadership has been identified as more effective than that of management (Marques, 2007).

· Prepare the fact sheets based on the findings of the research.

List the items:

· Research articles

· Books.

· Periodicals.

· Handouts provided by teachers (Normore and Jean-Marie, 2010).

Include your Activity and Rubric here:

· Start the class with the description of the topic.

· Give case studies to students and ask them to identify how management is different from leadership.

· Ask them to prepare document to summarize different between leadership and management based on documents provided.

· Evaluation of students will be done on their class participation, class quizzes, quality of reports, contents of presentation and other related aspects.

· Class participation, class quizzes, class assignments, and self study and research will contribute equally in the final assessment (25% for each sub-category)

Criteria

Rubrics

Proficient

Competent

Novice

Organization of Assignments.

16–20

Contents are organized clearly and are comprised of cohesive unit

11–15

Contents are organized effectively and comprised of connected units

0–10

Inability of organizing the lessons effectively and are not connected.

Contents

26–30

All assignments are integrated clearly and with creativity, contents cover details with justification.

21–25

Contents are creatively integrated, adequately detailed, have some justifications.

0–20

Contents are not effectively integrated, contents have lacking of creativity, and there is no or little justification.

Presentation

16–20

Detailed presentation, covering all the aspects of concept, theories behind the concepts, with detailed description and effective handling of questions from other participants and students.

11–15

Details are presented effectively, covering all aspects of assigned concept, with detailed description and good in handling question answer session.

0–10

Contents are not detailed, inability of covering different aspects of topic or lacking theoretical justification. Inability of handling question answers.

Day 4 Hour 4 Lesson Title:

Leadership as Success Factor for Business Organizations:

SOL or your State Objective:

To ensure the outcomes of students for learning environment with the evidence based practices.

NAGC Standard :

Learning Environment:

Teacher Actions:

· Provide the case studies for successful application of leadership in the modern era of business.

· Provide the evidences how leadership contributes in the success of business (Davis et. Al., 2018).

· Provide details of the world’s successful leaders and how they lead to the success of their businesses.

Student Actions:

· Identify different research articles which provide evidences on contribution of leadership in the success of business (Normore and Jean-Marie, 2010).

· Identify different cases when organizations in which ineffective leadership leads to the failure of business organizations (Davis et. Al., 2018).

· Prepare the fact sheets based on the findings of research.

List the items:

· Research articles

· Books.

· Periodicals.

· Handouts provided by teachers.

Include your Activity and Rubric here:

· Start the class with the description of the topic.

· Give case studies to students and ask them to identify importance of leadership for success of business organization (Davis et. Al., 2018).

· Ask them to prepare a document to summarize significance and importance of leadership.

· Evaluation of students will be done on their class participation, class quizzes, quality of reports, contents of presentation and other related aspects.

· Class participation, class quizzes, class assignments, and self study and research will contribute equally in the final assessment (25% for each sub-category)

Criteria

Rubrics

Proficient

Competent

Novice

Organization of Assignments.

16–20

Contents are organized clearly and are comprised of cohesive unit

11–15

Contents are organized effectively and comprised of connected units

0–10

Inability of organizing the lessons effectively and are not connected.

Contents

26–30

All assignments are integrated clearly and with creativity, contents cover details with justification.

21–25

Contents are creatively integrated, adequately detailed, have some justifications.

0–20

Contents are not effectively integrated, contents have lacking of creativity, and there is no or little justification.

Presentation

16–20

Detailed presentation, covering all the aspects of concept, theories behind the concepts, with detailed description and effective handling of questions from other participants and students.

11–15

Details are presented effectively, covering all aspects of assigned concept, with detailed description and good in handling question answer session.

0–10

Contents are not detailed, inability of covering different aspects of topic or lacking theoretical justification. Inability of handling question answers.

Day 5 Hour 5 Lesson Title:

Leadership Styles

SOL or your State Objective:

To ensure the student outcomes for professional development with evidence based practices.

NAGC Standard :

Professional Development

Teacher Actions:

· Provide the case studies for successful application of leadership in the modern era of business.

· Provide the evidence how leadership contributes in the success of business.

· Provide details of the world’s successful leaders and how they lead to the success of their businesses (Marques, 2007).

Student Actions:

· Identify different research articles which provide evidences for different styles of leadership (Marques, 2007)

· Identify different cases when organizations in which different styles of leadership have contributed in success of business.

· Identify different situations where different leadership styles are effective (Allen and Williams, 2015).

List the items:

· Research articles

· Books.

· Periodicals.

· Handouts provided by teachers.

Include your Activity and Rubric here:

· Start the class with the description of the topic.

· Give case studies to students and ask them to identify different styles in which leadership is done effectively (Davis et. Al., 2018).

· Ask them to prepare a document to summarize different leadership styles and ways of leading and motivating followers and employees.

· Evaluation of students will be done on their class participation, class quizzes, quality of reports, contents of presentation and other related aspects.

· Class participation, class quizzes, class assignments, and self study and research will contribute equally in final assessment (25% for each sub-category)

Criteria

Rubrics

Proficient

Competent

Novice

Organization of Assignments.

16–20

Contents are organized clearly and are comprised of cohesive unit

11–15

Contents are organized effectively and comprised of connected units

0–10

Inability of organizing the lessons effectively and are not connected.

Contents

26–30

All assignments are integrated clearly and with creativity, contents cover details with justification.

21–25

Contents are creatively integrated, adequately detailed, have some justifications.

0–20

Contents are not effectively integrated, contents have lacking of creativity, and there is no or little justification.

Presentation

16–20

Detailed presentation, covering all the aspects of concept, theories behind the concepts, with detailed description and effective handling of questions from other participants and students.

11–15

Details are presented effectively, covering all aspects of assigned concept, with detailed description and good in handling question answer session.

0–10

Contents are not detailed, inability of covering different aspects of topic or lacking theoretical justification. Inability of handling question answers.