Marques, J. (2014) Leadership and mindful behavior. New York, NY: Palgrave Macmillan. chapter 3,4,5 summarized in 10 Hours

    

INTERACTIVE Presentation of textbook chapters: Beginning with week 3, I will ask students to present each chapter’s topics. You may use multi-media and/or any additional materials. However, you should assume that your colleagues have read the chapter, so
Instead, engage the class in a discussion, activity, quiz, etc., 

in the assigned chapters. All team members must have a speaking part 

 

you should not retell the chapter materials 

 

in the presentation and will be graded down for reading from the slides and/or mispronouncing or misusing words included in their parts. 

Textbook Chapter Presentation Grading Rubric: 

 

which 

 

. 

 

highlights and elaborates on SOME of the most interesting topics 

      

25 points (each) 

  

15 points 

  

10 points 

  

5 points 

   

Delivery and enthusiasm 

  

Very clear and concise flow of ideas. Demonstrates passionate interest in the topic and engagement with the class 

  

Clear flow of ideas 

Demonstrates interest in topic and engages with the class 

  

Most ideas flow but focus is lost at times 

Limited evidence of interest in and engagement with the topic 

  

Hard to follow the flow of ideas 

Lack of enthusiasm and interest 

   

Visuals 

  

Visuals augmented and extended comprehension of the issues in the unique ways 

  

Use of visuals relates to the material 

  

Limited use of visuals loosely related to the material 

  

No use of visuals 

   

Involvement of the class: questions, activities, generating discussions 

  

Excellent and salient discussion points that elucidated material to 

  

Questions and discussion addressed important information that 

  

Questions and discussion addressed surface features of the topic 

  

Little or no attempt to engage the class in learning 

         

develop deep understanding Appropriate and imaginative activities used to extend understanding in a creative manner 

  

developed understanding Appropriate activities used to clarify understanding 

  

Limited use of activities to clarify understanding 

   

Response to class queries 

  

Excellent response to student comments and discussion with appropriate content supported by theory/research 

  

Good response to class question and discussion with some connection made to theory/research 

  

Satisfactory response to class questions and discussion with limited reference to theory and research 

  

Limited response to questions and discussion with no reference to theory/research 

https://digitalcollection.zhaw.ch/bitstream/11475/7681/1/Koller_Nadine_W.MA.IB.pdf