Speech

EDUC 775

ELEVATOR SPEECH ASSIGNMENT INSTRUCTIONS

OVERVIEW An elevator speech may be used as an effective tool to convey important information concisely and directly. In the field of Educational Psychology, there are varying opinions regarding brain- based research. Tommerdahl (2010) constructed a model to bridge the gap between neuroscience and education. For this assignment, you will review current research to formulate an opinion on brain-based learning activities.

INSTRUCTIONS

Examine a minimum of ten scholarly sources on brain-based research and formulate your opinion on the arguments presented in those sources. Acceptable sources include scholarly articles, books, and any Read items presented in this course. You may also use the scholarly collaborations in Discussion: Brain-Based Research in Module 2: Week 2 to help guide your search. When examining the sources you select, consider alternate opinions. Determine if current educational programs are overreaching. Then, using the video-creation platform of your choice, record a video of yourself making an elevator speech that articulates your personal opinions on the arguments in the literature you have examined. Your video must be a minimum of 45 seconds but no longer than 60 seconds in length. Your video must include visual elements in addition to the audio of your speech. Upload your finalized video recording to a video hosting platform such as YouTube or Vimeo. Ensure the video settings are adjusted so your instructor can view the video without any issues; you cannot have the settings in private mode. Submit this assignment by copying and pasting the link to your video into the submission area for this assignment. In your submission, also upload a Word document references list of your ten or more scholarly sources formatted in current APA format.

Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

Criteria Ratings Points

Content: Content of Elevator Speech

45 to >40 pts

Advanced

The elevator speech was well-organized and the argument was clearly related to brain-based learning activities.

40 to >37 pts

Proficient

The elevator speech was mostly well-written but the argument was somewhat unclear.

37 to >0 pts

Developing

The elevator speech argument was not covered by the sources, and/or the sources are unclear in their relationship to the topic.

0 pts

Not Present

45 pts

Content: Time Length

30 to >27 pts

Advanced

The elevator speech was between 45 and 60 seconds long.

27 to >24 pts

Proficient

The elevator speech was between 40 and 45 seconds long.

24 to >0 pts

Developing

The elevator speech was less than 40 seconds long.

0 pts

Not Present

30 pts

Content: References List

30 to >27 pts

Advanced

Ten scholarly sources are included on the references page and they are related to brain-based learning activities.

27 to >24 pts

Proficient

Eight or nine scholarly sources are included on the references page and they are related to brain-based learning activities.

24 to >0 pts

Developing

Fewer than eight scholarly sources are included on the references page and they are not related to brain-based learning activities.

0 pts

Not Present

30 pts

Structure: Mechanics

45 to >40 pts

Advanced

The sources are formatted in current APA style and spelling and grammar have no errors. The video was uploaded to a video hosting platform. The instructor was able to access the video recording without any issues that were caused by the candidate.

40 to >37 pts

Proficient

Only a few current APA style errors are present and/or a few spelling and grammar errors in the references list. The video was uploaded to a video hosting platform. The instructor was not able to access the video recording on the first attempt.

37 to >0 pts

Developing

The sources on the references list are not formatted in current APA style and/or spelling and grammar have errors. The video was not uploaded to a video hosting platform. The instructor was not able to access the video after the candidate adjusted the settings to the video.

0 pts

Not Present

45 pts

Total Points: 150

Elevator Speech Grading Rubric | EDUC775_B02_202440

Elevator Speech: https://youtu.be/382c-nUb7Kc

References

Amjad, A. I., Habib, M., Tabassum, U., Alvi, G. F., Taseer, N. A., & Noreen, I. (2023/09//). The

Impact of Brain-Based Learning on Students' Intrinsic Motivation to Learn and Perform

in Mathematics: A Neuroscientific Study in School Psychology. International Electronic

Journal of Elementary Education, 16(1), 111-122.

https://go.openathens.net/redirector/liberty.edu?url=https://www.proquest.com/scholarly-

journals/impact-brain-based-learning-on-students-intrinsic/docview/2875140552/se-2

Chang, S. J., Lim, D. H., You, J., & Cho, S. (2022). Brain-based learning research for adult

education and human resource development. European Journal of Training and

Development, 46(5), 627-651. https://doi.org/10.1108/EJTD-02-2021-0029

Han, H. (2024). Considering the Purposes of Moral Education with Evidence in Neuroscience:

Emphasis on Habituation of Virtues and Cultivation of Phronesis. Ethical Theory &

Moral Practice, 27(1), 111–128. https://doi.org/10.1007/s10677-023-10369-1

Hildt, E., Laas, K., & Sziron, M. (2020). Editorial: Shaping Ethical Futures in Brain-Based and

Artificial Intelligence Research. Science & Engineering Ethics, 26(5), 2371–2379.

Iranmanesh, F., Narafshan, M. H., & Golshan, M. (2022). From medical research to educational

practices: brain-based learning in developing English-speaking skills among medical

students. Research & Development in Medical Education, 11(1), 1–8.

https://doi.org/10.34172/rdme.2022.027

This study source was downloaded by 100000825965683 from CourseHero.com on 09-01-2024 15:36:02 GMT -05:00

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Mahanal, S., Nuraini, N., Susilo, H., & Sulisetijono. (2023). Brain-Based Learning-Reading,

Mind Mapping, and Sharing (BBLRMS) Model to Enhance Creative Thinking Skills of

Pre-Service Biology Teachers. Pegem Egitim Ve Ogretim Dergisi = Pegem Journal of

Education and Instruction, 13(3), 191-202. https://doi.org/10.47750/pegegog.13.03.20

Nasution, A. R., Rafli, Z., & Zulela, M. S. (2021). Islamic Education Subject Teaching Design

Based on Brain Based Learning to Improve the Critical Thinking Ability of Students’

Elementary School. Turkish Online Journal of Qualitative Inquiry, 12(10), 2106–2118.

Nguyen, L., Pozniak, K., Strohm, S., Havens, J., Dawe-McCord, C., Thomson, D., Putterman,

C., Arafeh, D., Galuppi, B., Ley, A. V.-D., Doucet, S., Amaria, K., Kovacs, A. H., Marelli,

A., Rozenblum, R., & Gorter, J. W. (2024). Navigating meaningful engagement: lessons

from partnering with youth and families in brain-based disability research. Research

Involvement & Engagement, 10, 1–13. https://doi.org/10.1186/s40900-024-00543-9

Rukminingsih, Mujiyanto, J., Nurkamto, J., & Hartono, R. (2021). The impact of online

instruction integrated with brain-based teaching approach to EFL students with different

motivation level. Journal of E-Learning & Knowledge Society, 17(2), 66–73.

https://doi.org/10.20368/1971-8829/1135339

Sahin, S., Ökmen, B., & Kiliç, A. (2023). The Effectiveness of the Brain-Based Learning Style

Cycle. Excellence in Education Journal, 12(1), 82–122.

This study source was downloaded by 100000825965683 from CourseHero.com on 09-01-2024 15:36:02 GMT -05:00

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