EDU653 EDU653 EDU/653 Week 4 Discussion 2/DQ 2 Take the Elevator -[LATEST]
EDU653 EDU653 EDU/653 Week 4 Discussion 2/DQ 2 Take the Elevator -[LATEST]
EDU653 EDU653 EDU/653 Week 4 Discussion 2/DQ 2 Take the Elevator -[LATEST]
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<strong><strong>EDU</strong><strong>653</strong></strong> <strong><strong>EDU</strong><strong>653</strong></strong> <strong><strong>EDU</strong><strong>653</strong></strong> <strong>Week</strong> 4 <strong>Discussion</strong> 2/<strong>DQ</strong> 2<br />
<strong>Take</strong> <strong>the</strong> <strong>Elevator</strong> -[<strong>LATEST</strong>]<br />
Download here<br />
<strong><strong>EDU</strong><strong>653</strong></strong> <strong><strong>EDU</strong><strong>653</strong></strong> <strong><strong>EDU</strong><strong>653</strong></strong> <strong>Week</strong> 4 <strong>Discussion</strong> 2/<strong>DQ</strong> 2 <strong>Take</strong> <strong>the</strong> <strong>Elevator</strong> -[<strong>LATEST</strong>] ?<strong>Take</strong> <strong>the</strong> <strong>Elevator</strong>!?- Go to <strong>the</strong><br />
web page Proxemics and U.S. Culture (http://www.everythingesl.net/inservices/proxemics_elevator.php) and read <strong>the</strong><br />
introduction, and <strong>the</strong> description of <strong>the</strong> ?<strong>Take</strong> <strong>the</strong> <strong>Elevator</strong>!? activity. Answer <strong>the</strong> questions from <strong>the</strong> activity before<br />
reading <strong>the</strong> ?Responses to ?<strong>Take</strong> <strong>the</strong> <strong>Elevator</strong>!?? section. Then, compare your answers to <strong>the</strong> defined ?American?<br />
answers posted in <strong>the</strong> ?Responses? section. Post your original answers in <strong>the</strong> discussion forum, and explain any<br />
answers that did not match. Discuss <strong>the</strong> implications for teaching that deeply ingrained cultural behaviors present.<br />
Guided Response: Respond to at least two of your peers? posts by comparing your responses to <strong>the</strong>ir own. Extend <strong>the</strong>ir<br />
thinking by offering possible implications for teaching <strong>the</strong>y may have overlooked.<br />
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