Must be at least two bags, double spaced, using a 12-point font and one-inch margins. Summary address both of the following questions in concluding thoughts of the summary: no sources are needed, only from the book.
1. How can secondary educators reframe their thinking toward what Michael Nakkula calls “creating possibility?”
2. How do the stories told in this book change or affirm your understanding of the multiple identities that can have. profound effects on adolescents’ learning in secondary school?
As As you read Chapters 2-10, summarize, in the form of talking points, at least three of the authors’ major points regarding students’ identity formation. The major points should be in own words and not quotes from the text. Make sure to include the page number for key points. For each chapter (Chapters 2-10), based on the authors’ recommendations, propose at least three concrete actions educators who work with adolescents can perform to promote equitable learning opportunities and student success. The concrete actions should be described in own words and not quotes from the text. Must include the page number that is the source of the information about the action. Examples of Talking Points and from Chapter 1 shown below: Chapter 1 and 11 are not included in the talking points and educators actions.
Chapter 1: Identity and Possibility
A. Major Points
1. Identity development is not a “thing” created by major life events. Instead it is a process that
is ongoing. All of the student’s relationships in all of the various contexts contribute to identity
(p. 11).
2. The student’s most meaningful and rewarding experiences influence identity the most (p.
17).
3. Teenagers need opportunities to go through a “developmental moratorium” so they can
experiment with who they are, instead of already being locked into a certain future path
(foreclosure) (p. 15).
B. Educator Actions
1. Provide students with opportunities for one-on-one mentoring with faculty member who cares
about the students (p. 17).
2. Support sports programs and encourage students to participate in physically and mentally
challenging sports programs (p. 18).
3. Encourage teachers to relate to students, to engage with them, inside and outside of the
classroom (p. 19).
· The concrete actions should be described in your own words and not quotes from the text.
· Make sure to include the page number that is the source of the information about the action.
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