EDF6211GraphicOrganizerWendland1 NegotiatingyourSalaryasaBlackWoman2 CognitiveDevelopmentConceptMap21
Below are some of the links that are listed in this assignment. YOUR TASK You are to develop an infographic or graphic organizer that provides 3-5 key tips related EITHER to work OR to relationships following the instructions below and post it to your CRG group by the deadline. You′ll want to EMBED your infographic or graphic organizer rather than ATTACHING it, if you can. That usually only works if you save it as an image (jpeg, png, screenshot, etc) rather than as a. pdf. Here′s a quick and easy guide to how to do that on Canvas: How to Embed an Image into a Discussion Post-1 Preview the document If you encounter issues, just attach it and it′ll be fine. Choose ONE of the following two options: OPTION #1 – WORK As we saw in ODAT, the way that people ask for, negotiate, or accept salary offers can be connected to sex and gender. We also know that this can be connected to race and other identities. In the ODAT episode we learned that Penelope didn’t even think to negotiate her salary. Why not? We learned that Penelope’s coworker, Scott, asked for more starting salary and got it. Why? The common link between Penelope and Scott is their employer, Dr. Berkowitz. Why does Dr. Berkowitz pay Penelope and Scott different salaries for the same job? Is Dr. Berkowitz flat out sexist or racist? Maybe. But as the episode reveals there is something more to this situation than just that. There’s something more systemic (that means, larger than just me or just you but embedded in our culture, in our language, in the way we see people of different genders, sexes, races, etc). Google the following: “salary negotiation” along with one of your own identities (gender, sex, race, etc) — e.g., women, African-American, transgender, white, or even a combination of these like “African-American women.” If you are uncomfortable using one of your identities, you may choose other identities. What results come up? Click a few and scan them. What statistics do they discuss? What particular challenges do they discuss? What tips do they give? (If you are only getting general “How to Negotiate Salary” results that don’t discuss race, class, sex, etc, then redo your search and make sure you are adding an identity.) Now drawing from these resources create your infographic or graphic organizer. Include (1) a title along with your name; (2) a very brief statement of the topic so that anyone off the street could look at your submission and know exactly what it’s about; and (3) three to five tips to address the issue and to help someone of (IDENTITY) better position themselves to ask for and negotiate salary. OPTION #2 – RELATIONSHIPS We are seeing all kinds of relationships in ODAT – familial, marriage, workplace, etc – and as we all know all relationships can be sustaining and satisfying but likely also contain some conflict and disagreement. What are some of the pitfalls people fall into? What are some of the ways we’ve lived about in this module to “rethink” relationships? In what ways did the article on gay and lesbian marriage get us to rethink gender assumptions that we might all fall into – whether in our friendships, our familial relationships, or our romantic relationships? Drawing from our class resources only (outside research is optional) create your infographic or graphic organizer. Include (1) a title along with your name; (2) a very brief statement of the topic so that anyone off the street could look at your submission and know exactly what it’s about; and (3) three to five tips that you think would help decrease conflict and increase satisfaction in a relationship. AVOID generalities like “communicate better” unless you also provide SPECIFIC examples of what that means. WHY WE′RE DOING THIS ASSIGNMENT This assignment is meant to connect our course materials to our actual, lived lives. Although an infographic and graphic organizer are different in some ways, the basic gist is that they visually represent information in ways that appealing to the eye and easily digestible to the brain. I′ve attached samples, but you can also Google ″what is an infographic″ or ″what is a graphic organizer″ to learn more. This assignment is designed to do three things: (1) hone your ability to make and support critical choices from among many options; (2) help you consider the ways in which the ″how″ information is presented can affect how people respond to and understand it; and (3) learn to present information in ways that go beyond traditional essays and papers. I′VE NEVER DONE THIS BEFORE! HOW DO I MAKE AN INFOGRAPHIC OR GRAPHIC ORGANIZER?! HELP ME! This is a 5-point assignment, so please don′t feel distressed. For your assignment you can use Word, Canva, Venngage, Creately, or any other software program that allows you to create an infographic or graphic organizer. Most are free or have 30-day free trial periods. You can also create one on your own in Word or other standard programs. If worse comes to worst, you can create one using a pen and paper.) Make sure there is a good balance of words and visuals in your final product. Too many pictures and it′s just a photo collage; too many words and it loses visual appeal. Try to be neat and organized. Ask yourself, ″Is this something that would catch my eye?″ I′ve attached some samples that I myself have created. (NOTE: Mine are for entirely different purposes; I′m just posting them so you can see what a graphic organizer and infographic look like.) Cognitive Development Concept Map (2) EDF 6211 Graphic Organizer Wendland Preview the document Lang Acq Infographic Weber & Wendland-1 NEED MORE GUIDANCE AND ENCOURAGEMENT? See the rubric for grading details. I myself had never in my life made an infographic or a graphic organizer before this summer when I was required to make them. It took a little playing around at first to figure out how to fit my info into graphic form but once I learned how to do it, I really saw the value. If you get discouraged, that′s okay. Plan your three to five elements and what you want to say about them first. Then consider how it makes sense to present them. And have a little fun! Use a tree (like I did) or some other silly but memorable way to present important information.
The Growth of Learning
This abbreviated example demonstrates how an educator might use sensory perception,
working memory, and long-term memory to create a learning process that will help
students become adept at the retrieval and use of key information in a class and beyond.
THE CORE INFORMATION
WORKING MEMORY: THE FIRST FEW BITES
FINAL GOAL: THE START OF AN ORCHARD
LONG-TERM MEMORY: GETTING TO THE CORE
SENSORY MEMORY: A SHINY RED APPLE
RETRIEVAL AND USE: THE TOP OF THE TREE
To help students commit this new material into working memory, we chunk it into decades (even though, in an historical sense,
decades are false constructs) and cover it over several class periods. We also practice recursive teaching, whereby we reiterate
earlier material before diving into new material and whereby students are asked to presuppose or to contribute actively into
conceptualizing what the new material might include in terms of both content and meaning. The inclusion of audiovisual material with
spoken/written word “‘distributes’ the processing load” (Eggen & Kauchak, 2016, p. 274). To increase familiarity with key elements
of the material, both I and students use proper nouns (rather than pronouns, for example), helping us develop automacticity and
familiarity with key personages, dates, and places.
Sensory memory is activated in several ways and at several times. For example, students walk into the LGBT Special Collection display
room and see a mass of periodicals, clothing, photographs, objects, and art laid out along a 16-foot conference table and along both
walls. The “sense” they might immediately have is that there is so much or too material and this works to help them “feel” the depth and
breadth of LGBTQ+ history beyond marriage equality or other issues de jour. Other sense memories that I intend course materials to
create include initial response emotions like fear, sadness, elation, and surprise but also a sense of movement. Different course materials
may evoke the emotions (e.g., a clip in the documentary that is especially compelling because of the soundtrack, visuals, and words),
while I create a sense of movement (e.g., progression, regression) in my active use of classroom space during performance-lectures..
One way to understand the development of a movement is to learn the history of that movement and/or of the various people within
that movement. For students in my undergraduate LGBTQ+ Cultures course, this means being able to identify some of the main
events in LGBTQ+ history in the United States and to recognizes connections among those events. This information is well-
documented and appears in the course in the following forms: a touch-and-learn visit to the LGBT Archive Collection of the USF
Library; an in-class game-show style activity in which students must rush to put events into correct historical order; viewing of two
documentaries that feature interviews and images; guest speakers; selected readings; and my performance-lectures.
Eggen, P., & Kauchak, D. (2016). Educational psychology: Windows on classrooms (10th ed.). New York, NY: Pearson.
Weaving or reviving sensory memory experiences students into the net of working memory can help long-term memory. Episodic
memory can come from students’ perceptions of my own or their classmates’ affective connection to the material (e.g., when we cuss
or cry discussing the maelstrom of emotions surrounding the 1969 Stonewall Rebellion) or through their own personal responses to
course materials and discussions. Both declarative memory and semantic memory come into play as we collectively or individually
create timelines or flashcards for studying and as students begin to link eras using the “represssion <--> progression” schema for
thinking about the development of socio-political movements (i.e., that periods of repression can produce progress and periods of
progress may be counterbalanced by periods of repression).
While learning a timeline of LGBTQ+ history is an important learning outcome for the course, an overarching course
objective is that students be able to draw analogies among historic eras, events, and discourses and that they be able
to connect these to large socio-political events — including those that may not be directly or obviously LGBTQ+-related
(e.g., economics, international crises, et cetera). Able to retrieve and use the core information and the schematic
forms from my course means that students will be able to contribute more productively to conversations and debates
in other fields of study and in their larger lives.
Weaving sensory, working, and long-term memory activities and experiences together helps students produce schemas, which help
them recall core course material for immediate-context use (e.g., exams, class discussions) and broad-context use (e.g., life). In the
example of LGBTQ+ history, this done in several ways. First, there is the expected chronology schema in which events happen on
certain dates and can be ordered as such. Second, there is the repression/progression schema that encourages students to look at
connections between and among events and eras. Third, there is the sensory-affective connection that students may develop to
some or all of the events we cover in class as they feel angered, saddened, inspired, or amused by the contexts and contents of
different events and eras.
Milton W. Wendland / Graphic Organizer / EDF6211 Psych Fdns of Ed / Summer 2019
It’s not likely an employer withdraws
the offer because you negotiated.
Confidence is a proof you know your
worth and understand your
responsibility in the job.
Confidence, insistence and the
future
Know your
numbers
Come with the data
on industry
averages, beginner
amounts, amount
you can earn in the
position, and
whether it meets
your standards.
Item 1 Item 2 Item 3 Item 4 Item 5
5
0
40
30
20
10
0
Benefits to consider include:
i. Whether they offer bonuses
ii. Insurance and companies they
offer through
iii. Vacation, sick and personal
days
iv. 401K, other plans and their
contributions
v. Telecommuting terms
Compare against benefits given by best rated
employers in the industry
Consider the benefits package
See beh
old mon
etary
compen
sation
Conside
r person
al growt
h, implic
ation on
resume
, Applic
ation of
the exp
erience
you
shall ga
in outsi
de the w
orkplac
e, socia
l
support
structu
res, and
all pers
onal fac
tors.
Walking away
could be the
better choice
Every opportunity may
not be the right
opportunity for you.
Learn to humbly
exercise your right to
say no when the offer
does not favor you.
Pick up and reach out to
the next potential
employer.
Negotiating
for a better
or equal pay
is your right
If you got what it takes
for the job, Always
exercise the right.
Name:
Prepare for
the upcoming
negotiations.
Being more informed
will give you a upper
hand in the
negotiations.
Do not use facts, data or
information that you are not
certain of in your negotiations
Research shows that women in American
workforce earn 80 cents for every dollar earned
by men.
Black women earns 61 cents for every dollar
earned by their white male counterparts.
Being strategic, your skills and education, and
research are not enough at the negotiation table
Negotiating your
Salary as a Black
Minority Woman
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