Your Goal Grade
Highlight the header for the column below to indicate which grade you plan to work toward in the course. Meeting the basic requirements for your chosen letter grade, according to the table below, is mandatory.
| A Work | B Work | C Work |
-Misses one class or less, or completes make-up work for excused absences -Annotates all readings thoroughly -Makes substantive comments in discussions -Completes all assignments on time (or has an approved extension request) -Work demonstrates intellectual engagement, care, effort, and growth in response to feedback -Collaborates substantially, contributes to vision, works equally with peers | -Misses two classes or less, or completes make-up work for excused absences -Annotates readings -Often participates in discussion -Completes all major assignments on time (or has an approved extension request) -Completes most SAs on time -Work demonstrates care, effort and growth in response to feedback -Collaborates equally, completes required work | -Misses three classes or less, or completes make-up work for excused absences -Completes most readings -Sometimes adds to discussion -Completes all major assignments on time (or has an approved extension request) -Completes at least four SAs -Meets minimal expectations on assignments; shows limited growth in response to feedback -Completes required collaborative work |
First-Week Introduction
For the second semester, I have chosen goals that I feel will guide my research. Some of the assignments that will show my goals are my source analysis, labs, discussions, and collaborations with our partner school teachers. I hope to manage my time effectively and build a plan to stay organized. I want this semester to use my school’s resources, putting my mental and spiritual health to succeed in my college life.
Midterm Introduction
For this half of the semester, I have learned about surveys, their different parts, and how to think when writing questions. I have once again enjoyed working with my group on youth education. I think that in my goal 2, I have really put a lot of work into the way I approach our research for assignments during our group decisions and approaches as a team. One new thing for us is adding a new member to our team. For the rest of the semester, I hope to have built a lesson plan for what we can give or present to our working partners JJKFan on the lesson. We’ll have research that would best accommodate their teaching for water education in their schools.
Final Introduction
[Now that the semester is over, use your introduction to reflect in-depth on your process. How well did you meet the goals you set out to meet? What did you learn that surprised you? Focusing on your goals for this class, what do you want to remember to take with you into your future courses? What strategies can you use to continue developing toward these goals?]
Course Goals
Choose five goals from the CODES Student Learning Outcomes that you’d like to work toward. Choose goals that are relevant to the scope of this course, select artifacts/examples based on activities assigned for this course, and explain characteristics in a way that illustrates how your artifacts/examples demonstrate your progress toward the goal.
Goal 1 (20%)
Based on (11C reading ): Reads using an appropriate lens and can engage in a continuing dialogue within and beyond a discipline or a community of readers.
| What will you do to learn the content/ develop the skill? | What examples will you add to the portfolio to demonstrate your learning? | What characteristics of the chosen examples demonstrate you have met your goal? |
– being able to interact with the class and ask questions and answers | -Being able to interact with the class and ask questions and answers. – Show knowledge of understanding and explanation of understanding of research on my source analysis | – being able to interact with the class and ask questions and answers. – show knowledge of understanding and explanation of understanding of research on my source analysis |
https://docs.google.com/document/d/1DU1B4D2JArXsXiwNmlitn6ip89TT5uChis89TVaJXKo/edit?usp=sharing Lab1 https://docs.google.com/document/d/1oLcLIoTNGKLldUIvrQm8gHdifEoBibKkMKpbx5hDr0c/edit?usp=sharing Dissions thinking group notes. Future Source Analysis 4
For goal 1, I have been able to work with my group and use education to approach our research and survey. For Lab 1, my group worked together in different parts to accomplish the accent. We broke it into parts to achieve faster, and we all concentrated on other areas with various points and analysed the assignment. For the rest of the semester, I hope to be able to do more personal reading on water education for source analysis 4.
Goal 2 (20%)
Based on (2B Critical & Creative Thinking ): Takes risks in assignments and in approaches to learning to create new knowledge.
| What will you do to learn the content/ develop the skill? | What examples will you add to the portfolio to demonstrate your learning? | What characteristics of the chosen examples demonstrate you have met your goal? |
– expose myself to more public speaking and community partners | – labs – research – surveys – discussions | During our class or other assignments give different approaches and ideas to create a functional view |
Future notes and session plans for Lab3
For goal 2, I have started to open my thinking based on what I learned from one of my CODES teachers, which was that simple is better. So, when it came to writing the questions of our survey, what did we want to achieve from the questions? How can we make the questions short so they are more likely to answer the survey without leaving it halfway through? My group and I struggled a little with what we wanted to ask Curley from our working partners how to help us. With that, I just wrote some random questions to get me started. As the semester progresses, I can build a system that works to stay organized for future conversation and research.
Goal 3 (20%)
Based on (13B Written Communication): Use appropriate, relevant, and compelling content to illustrate mastery of the subject, convey the writer’s understanding, and shape the whole work.
| What will you do to learn the content/ develop the skill? | What examples will you add to the portfolio to demonstrate your learning? | What characteristics of the chosen examples demonstrate you have met your goal? |
-I will do these things – research – notes – annotation – scrips | – source analysis and discussion | I would have shown in-depth research and key concepts with a logical structure. |
https://eportfolio.siue.edu/alexandra-guerrero/wp-content/uploads/sites/114/2025/03/Source-analysis-notes-.docxFuture notes with our partners and discussions on lesson plans adjusted
For goal 3, I have found a better understanding as the reading relates more to our group’s topic in our source analysis. For the first source analysis, I loved the article we chose. It showed many examples of strategies that we can use for our future plans on how to teach or approach children on the topic of water education. I hope to look back on this article for ideas for the rest of the semester.
Goal 4 (20%)
Based on (10A Quantitative literacy ): Uses quantitative information to support arguments and draw logical conclusions.
| What will you do to learn the content/ develop the skill? | What examples will you add to the portfolio to demonstrate your learning? | What characteristics of the chosen examples demonstrate you have met your goal? |
I will analyze my assignments and data in our research to support my conclusion. | – lab analysis 1,2 and 3 | I will have shown in my labs that I interpret the results of our research supporting our data from our survey results. |
https://docs.google.com/document/d/1DU1B4D2JArXsXiwNmlitn6ip89TT5uChis89TVaJXKo/edit?usp=sharing Lab 1 https://docs.google.com/document/d/1DbbP5-BbwVHjzXd-nzWql4VQcu0mv5YgZl0fzBzD15w/edit?usp=sharing Lab 2 Futer lab 3 research on lesson plans building and adjusting if needed
For goal 4, the main thing is our group survey, which my group and I have been working on using Qualtrices as of March 7, 2025. At 11, we have 222 people who have responded. From analyzing our data, we could see that most of the teachers are from middle schools. During our survey, I learned that simple is better. As we are still in the beginning stages of analysis our data we have seen a senificent grown in our response within the next few weeks we hope to be getting closer to close our survey to fouly analyses how people responded and what can we take from it when coming up with our lession plans and understand teachers pourspecteif on water education in the class room.
Goal 5 (20%)
Based on (7A Skills for lifelong learning ): Explores a topic in-depth, yielding rich awareness and/ or little-known information indicating intense interest in the subject.
| What will you do to learn the content/ develop the skill? | What examples will you add to the portfolio to demonstrate your learning? | What characteristics of the chosen examples demonstrate you have met your goal? |
I will do these things – chose and conducted thorough research on the topic of interest – write clearly – provide context | – source analysis – labs 2 discussions | showing understanding of research providing interest in the topic of my writing providing context from where I did my research and what I learned |
https://docs.google.com/document/d/1DbbP5-BbwVHjzXd-nzWql4VQcu0mv5YgZl0fzBzD15w/edit?usp=sharing Lab 2
For goal 5, my main goal is my lab 2, where I’m starting to research the lesson plans. I am looking more in- deep to find fun and interactive activities for kids from the age of 5 to 11. As I get deeper in my search, I hope that I will have built skills in lesson planing and organizing using the new method taught to us by an SIUE STEM teacher on education. I will use Blooms Taxonomy method. For my source analysis, I have been very good at organizing myself with my group, taking notes, and coming up with questions for class discussions on Urban Water management.