Final Power Point
There are clear pedagogical benefits to incorporating active learning strategies in nursing education. The nursing educator of today is being challenged to adapt their teaching styles in order to meet the needs of a diverse population of students. For this assignment, you will create a PowerPoint™ (Microsoft Office) or Impress® (Open Office) presentation that addresses the following points:
• Develop a lesson plan on a topic of your choice that would be taught in a prelicensure nursing program (e.g. infection control, oxygenation, or a fundamental skill)
• Develop 3 objectives for the lesson plan using the cognitive, affective, and psychomotor domains of learning (there should be one objective for each domain)
• Identify three active learning strategies to engage the student/learner that can be utilized with the content to promote a deeper understanding of the material
• Discuss how the active learning strategies chosen support instruction and student learning
• Analyze how the chosen active learning strategies can be used as summative and formative assessments of learning
• Discuss the importance of academic accreditation of a nursing program. Who are the major accreditation bodies for Nursing? What is the role of the nurse educator in assisting their academic department in preparation for the academic accreditation review?
This PowerPoint™ (Microsoft Office) or Impress® (Open Office) presentation should be a minimum of 24 slides, including a title, introduction, conclusion and reference slide, with detailed speaker notes and recorded audio comments for all content slides. Use at least four (4) scholarly sources and make certain to review the module’s Signature Assignment Rubric before starting your presentation. This presentation is worth 400 points for quality content and presentation.
Requirement Rubric
This table lists criteria and criteria group names in the first column. The first row lists level names and includes scores if the rubric uses a numeric scoring method. You can give feedback on each criterion by tabbing to the add feedback buttons in the table.Criteria
Does Not Meet Expectations
Approaches Expectations
Meets Expectations
Exceeds Expectations
Criterion Score
Identification and Appraisal Weight: 30%
0 points
(0-83 pts.)
A lesson plan has not been presented.
No objectives for the lesson plan were presented.
Less than three active learning strategies have been provided. The strategies presented do not align with the lesson plan.
Fewer than 2 scholarly sources reviewed and appraised for application to the assignment.
84 points
(84-95 pts.)
The lesson plan was identified.
Less than three objectives for the lesson plan were provided.
Less than three active learning strategies have been provided.
Minimum of 2 scholarly sources reviewed and appraised for application to the assignment.
96 points
(96-108 pts.)
The lesson plan was identified.
Three objectives for the lesson plan were provided; however, they are not ...
Rubic_Print_FormatCourse CodeClass CodeAssignment TitleTotal PointsECS-580ECS-580-O500Social Studies and ELA Integrated Five-Day Unit80.0CriteriaPercentageNo submission (0.00%)Insufficient (69.00%)Approaching (74.00%)Acceptable (87.00%)Target (100.00%)CommentsPoints EarnedContent100.0%Unit Plan: Planning and Integration of ELA and Social Studies15.0%Not addressed.Unit is inadequate for teaching one or more concepts in the primary content area for the profile of students. Unit may not include concepts from both content areas. The lessons are inadequately aligned to standards-based learning objectives. Learning progressions are inappropriate or not present. Plans are developmentally inappropriate or simply do not meet the needs of students.Unit is adequately designed to teach ELA and social studies content for the profile of students. Unit includes concepts from both content areas. The lessons are mostly aligned to standards-based learning objectives, and demonstrate some degree of learning progression. Unit is clearly designed to teach ELA and social studies content for the profile of students. Unit appropriately integrates central concepts from both content areas. The lessons are aligned to standards-based learning objectives, and demonstrate a reasonable learning progression. Unit is well-crafted to teach ELA and social studies content for the profile of students. Well-suited, central concepts are creatively and meaningfully integrated from both content areas. The lessons are strongly aligned to standards-based learning objectives, and demonstrate a well-designed, logical sequence. Unit Plan: Instructional Strategies15.0%Not addressed.Strategies and resources in the unit plan are inappropriate or do not create opportunities for students to learn, practice, and master content, or strategies do not include the use of technology.Unit plan demonstrates adequately developed strategies and resources, including the use of technology, to create opportunities for students to learn, practice, and master content.Unit plan demonstrates clear, developmentally appropriate, student-centered strategies and resources, including the use of technology, to create opportunities for students to learn, practice, and master content.Unit plan demonstrates well-developed and skillful use of effective, student-centered strategies and resources, including the use of technology, to create meaningful and engaging opportunities for students to learn, practice, and master content.Unit Plan: Assessment 15.0%Not addressed.Planned assessments do not adequately allow for students to demonstrate their knowledge or skill development and/or they do not align to the stated learning targets.Planned assessments are adequate for monitoring students deep understandings and skill development in content area. The assessments are somewhat aligned to the stated learning targets.Planned assessments provide clear, basic methods to monitor students deep understandings and skill developmen.
Evaluation Criteria for Applications and Formal Papers Level.docxSANSKAR20
Evaluation Criteria for Applications and Formal Papers
Levels of Achievement
Criteria
Outstanding Performance
Excellent Performance
Competent Performance
Proficient Performance
Room for Improvement
QUALITY OF WORK SUBMITTED -
1. The extent to which work meets the assigned criteria and work reflects graduate level critical and analytic thinking (0-30 Points)
30 to 30 points
Assignment exceeds expectations. All topics are addressed with a minimum of 75% containing exceptional breadth and depth about each of the assignment topics
25 to 29 points
Assignment exceeds expectations. All topics are addressed with a minimum of 75% containing exceptional breadth and depth about each of the assignment topics
20 to 24 points
Assignment meets expectations. All topics are addressed with a minimum of 50% containing good breadth and depth about each of the assignment topics.
16 to 19 points
Assignment meets most of the expectations. One required topic is either not addressed or inadequately addressed.
0 to 15 points
Assignment superficially meets some of the expectations. Two or more required topics are either not addressed or inadequately addressed.
QUALITY OF WORK SUBMITTED: Purpose of the paper is clear (0-5 Points)
5 to 5 points
A clear and comprehensive purpose statement is provided which delineates all required criteria.
5 to 5 points
A clear and comprehensive purpose statement is provided which delineates all required criteria.
4 to 4 points
Purpose of the assignment is stated, yet is brief and not descriptive.
1 to 3 points
Purpose of the assignment is vague.
0 to 0 points
No purpose statement was provided.
ASSIMILATION AND SYNTHESIS OF IDEAS
The extent to which the work reflects the student’s ability to-
1. Understand and interpret the assignment’s key concepts (0-10 Points)
10 to 10 points
Demonstrates the ability to critically appraise and intellectually explore key concepts.
9 to 9 points
Demonstrates the ability to critically appraise and intellectually explore key concepts.
8 to 8 points
Demonstrates a clear understanding of key concepts.
5 to 7 points
Shows some degree of understanding of key concepts.
0 to 4 points
Shows a lack of understanding of key concepts, deviates from topics.
ASSIMILATION AND SYNTHESIS OF IDEAS 2. Apply and integrate material in course resources (i.e. video, required readings, and textbook) and credible outside resources (0-20 Points)
20 to 20 points
Demonstrates and applies exceptional support of major points and integrates 2 or more credible outside sources, in addition to 3-4 course resources to support point of view.
15 to 19 points
Demonstrates and applies exceptional support of major points and integrates 2 or more credible outside sources, in addition to 3-4 course resources to support point of view.
10 to 14 points
Integrates specific information from 1 credible outside resource and 3 to 4 course resources to support major points and point of view.
3 to 9 points
Minimally includes and integrates specific ...
Describe how motivation and reinforcement would be used to influenLinaCovington707
Describe how motivation and reinforcement would be used to influence members of the organization to resolve the issue. 20 %
Unacceptable
Needs Improvement
Competent
Exemplary
The description does not address how motivation and reinforcement would be used to influence members of the organization to resolve the issue. Examples are not provided
Partially describes how motivation and reinforcement would be used to influence members of the organization to resolve the issue. Makes loose connections between theory and solution. Examples do not fully support solution.
Satisfactorily describes how motivation and reinforcement would be used to influence members of the organization to resolve the issue. Makes logical connections between theory and solution. Examples support solution.
Fully describes how motivation and reinforcement would be used to influence members of the organization to resolve the issue. Draws compelling, logical connections between theory and solution. Examples are strong and support solution.
Explain how the core concepts of emotional intelligence would enhance the social skills and the decision-making efficacy of the management team. 20%
Unacceptable
Needs Improvement
Competent
Exemplary
The description does not explain how the core concepts of emotional intelligence would enhance the social skills and the decision-making efficacy of the management team.
Partially explains how core concepts of emotional intelligence would enhance the social skills and the decision-making efficacy of the management team. Loose connections are made to support the relationship between EI and management’s skills. Application of research is minimal.
Satisfactorily describes how motivation and reinforcement would be used to influence members of the organization to resolve the issue. Makes logical connections between theory and solution. Examples support solution.
Fully describes how motivation and reinforcement would be used to influence members of the organization to resolve the issue. Draws compelling, logical connections between theory and solution. Examples are strong and support solution.
Describe the core attributes of an effective team or strategies to develop team dynamics. 25 %
Unacceptable
Needs Improvement
Competent
Exemplary
Does not describe the core attributes of an effective team or strategies to develop team dynamics. Benefits to organization are not presented
Partially describes the core attributes of an effective team. Strategies to develop team dynamics lack details and source support or are not fully articulated. Benefits to the organization are unclear.
Satisfactorily describes the core attributes of an effective team. Strategies to develop team dynamics are articulated. Benefits to the organization are stated. Additional details and source support would improve the description.
Completely describes the core attributes of an effective team. Strategies to develop team dynamics are strongly articulated and detailed. Benefits t ...
Assessment for maths 3000 words all together Assessment overview.docxfredharris32
Assessment for maths 3000 words all together
Assessment overview
The purpose of this folio task is to enable you to demonstrate your ability to generate and analyse plans of mathematics lessons and units using the structure and content of the Australian Curriculum. This task also enables you to further develop your skills in designing teaching strategies that take an inclusive and integrated approach and enable ICT to expand the teaching and learning of mathematics.
Assessment details
Folio outline
This assessment task requires you to create a unit of work (over 3-5 lessons) for either an F-2 class, 3-4 class or a 5-6 class. Your unit of work should provide an opportunity for students to explore key concepts of each of the three content strands within the AC Maths across a series of related lessons.
As part of the folio task you will need to compare and evaluate strategies and resources designed for mathematics teaching, as well as generate evidence of your capacity to plan and assess units and lessons based on sound pedagogical principles that demonstrate your understanding of the Australian Curriculum: Maths (ACARA, 2015).
Folio topic/theme
In determining a focus for your unit, you should choose a topic, theme, or pretext which connects the three content strands. You should also look for ways to incorporate inclusive, integrated and/or holistic approaches into your teaching and assessment design.
Folio Structure
Your unit of work folio will include the following items:
Introduction.
A detailed introduction contextualising the folio
Unit plan with unit overview
The unit plan should demonstrate how the lessons fit together as a whole and contribute to a students’ knowledge of a topic and meeting the overall objectives. The length of the unit should be 3 – 6 lessons, and demonstrate learning objectives and some form of assessment that students would be able to complete by the end of the unit.
The unit plan and overview should include:
· The objectives and aims of the unit o Pedagogical approaches
· The background context-including year level and prior knowledge of students
· The strands and elements from the Australian Curriculum that you are addressing
· A plan noting the lessons and topic breakdowns (e.g. timeline overview of the unit)
Resource list
Provide a specific list of resources (including stimuli, texts, tools, ICT). All references should be appropriately cited using APA style. You can include this either as part of your lesson plans, your unit plan, or as a separate document, as long as this is captured and referenced correctly. For example, you may refer to these in your lesson plans for context, but direct to a separate list that is more specific with references.
Lessons plans
Provide lesson plans for each lesson in the unit that more specifically outline what activities students will be undertaking and how their skills and knowledge will be built over each lesson. The lesson plans should also highlight ...
BUSI 730Real World Applications Paper Grading RubricCriteria.docxfelicidaddinwoodie
BUSI 730
Real World Applications Paper Grading Rubric
Criteria
Levels of Achievement
Content
105 – 0 points
Advanced
Proficient
Developing
Not present
Synthesis of Knowledge
Focus/Thesis
45 – 0 points
45 to 42 points
Student exhibits a defined and clear understanding of the assignment. Thesis is clearly defined and well constructed to help guide the reader throughout the assignment. Student builds upon the thesis of the assignment with well-documented and exceptional supporting facts, figures, and/or statements.
41 to 39 points
Establishes a good comprehension of topic and in the building of the thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment.
38 to 1 points
Student exhibits a basic understanding of the intended assignment, but the thesis is not fully supported throughout the assignment. While thesis helps to guide the development of the assignment, the reader may have some difficulty in seeing linkages between thoughts. While student has included a few supporting facts and statements, this has limited the quality of the assignment
0 points
Foundation of Knowledge
30 – 0 points
30 to 28 points
Student demonstrates proficient command of the subject matter in the assignment. Assignment shows an impressive level of depth of student’s ability to relate course content to practical examples and applications. Student provides comprehensive analysis of details, facts, and concepts in a logical sequence.
27 to 26 points
Student exhibits above-average usage of subject matter in assignment. Student provides above-average ability in relating course content in examples given. Details and facts presented provide an adequate presentation of student’s current level of subject matter knowledge.
25 to 1 points
The assignment reveals that the student has a general, fundamental understanding of the course material. There are areas of some concern in the linkages provided between facts and supporting statements. Student generally explains concepts, but only meets the minimum requirements in this area
0 points
Application of Knowledge
(Critical Thinking Skills
30 – 0 points
30 to 28 points*
Student demonstrates a higher level of critical thinking necessary for graduate-level work. Student provides a strategic approach in presenting examples of problem solving or critical thinking, while drawing logical conclusions which are not immediately obvious. Student provides well-supported ideas and reflection with a variety of current and/or world views in the assignment.
27 to 26 points*
Student exhibits a good command of critical-thinking skills in the presentation of material and supporting statements. Assignment demonstrates the student’s above-average use of relating concepts by using a variety of factors. Overall, student provides adequate conclusions, with 2 or fewer errors.
25 to 1 points*
Student takes a common, conventional approach.
OverviewThis Assessment is a Work Product in which you will .docxaman341480
Overview
This Assessment is a Work Product in which you will design a set of learning experiences that could be implemented as part of an effective curriculum for preschool children (ages 3–4). Ideally, curriculum planning is a collaborative process. For this Work Product, you will interview a teacher to learn more about his or her curricular goals and find out how you can collaborate with one another to achieve those goals. You will also observe in the teacher’s classroom in order to learn more about the children in the setting. If you are currently working as an early childhood teacher, collaborate with a colleague in your setting to complete this Assessment.
You will collaborate with a colleague or early childhood teacher to design three learning experiences that are appropriate for the children in the preschool classroom that you observed. (Implementation is not required, but it is important that you have a real setting in mind as you plan.)
Your response to this Assessment should:
1. Reflect the criteria provided in the Rubric, which provides information on how the Assessment will be evaluated.
2. Adhere to the required assignment length.
3. Use the APA course paper template available
here
. All submissions must follow the conventions of scholarly writing. Properly formatted APA citations and references must be provided where appropriate.
Professional Skills: Collaboration
and
Written Communication
is assessed in this Competency. You are strongly encouraged to use the
Writing Checklist
and to review the Rubric prior to submitting.
This Assessment requires submission of one (1) document, with the learning experiences included as an Appendix. Save this file as
EP002_firstinitial_lastname
(for example, EP002_J_Smith). When you are ready to upload your completed Assessment, select
Submit Attempt
.
Instructions
Before submitting your Assessment, carefully review the rubric. This is the same rubric the assessor will use to evaluate your submission and it provides detailed criteria describing how to achieve or master the Competency. Many students find that understanding the requirements of the Assessment and the rubric criteria help them direct their focus and use their time most productively.
Rubric
Access the following to complete this Assessment:
Interview Guide
Learning Experience Plan Template
Curriculum Planning
Identify a preschool setting that provides educational programs for 3- and 4-year-olds. Arrange to visit and interview a teacher and to observe in his or her classroom for at least two hours. Use the “Interview Guide” document to inform your questions during your scheduled interview.
Keeping in mind all you have learned about the context of the preschool program and the standards that inform its curriculum, plan three learning experiences around a central theme chosen in collaboration with the teacher you interview. Use the template provided in the “Learning Experience Plan Template” document.
Taken .
Benchmark - Community Teaching Plan Community Teaching Work Plan .docxAASTHA76
Benchmark - Community Teaching Plan: Community Teaching Work Plan Proposal
1
Unsatisfactory
0.00%
2
Less than Satisfactory
75.00%
3
Satisfactory
83.00%
4
Good
94.00%
5
Excellent
100.00%
80.0 %Content
30.0 %Identification of Focus for Community Teaching
Focus of community teaching is not identified or is incomplete.
Focus of community teaching is unclear or inconsistent with Functional Health Patterns (FHP) assessment findings.
Focus of community teaching is clear, but rationale for selection is not included.
Focus of community teaching is clear, with a detailed explanation of rationale for selection.
Focus of community teaching is clear, consistent with Functional Health Patterns (FHP) assessment findings, and supported by explanation of rationale.
50.0 %Detailed and Comprehensive Community Teaching Work Plan Proposal
Community teaching proposal is omitted or incomplete.
Community teaching proposal is unclear or inconsistent with Functional Health Patterns (FHP) assessment findings, demographic, or the scope of community-based resources.
Community teaching proposal is clear with a complete summary of each area listed in the assignment criteria.
Community teaching proposal is clearly described and is well supported by evidence from current literature and statistical/demographic data published on the community. There is a detailed summary of all required areas of the work plan.
Community teaching proposal is detailed and comprehensive, with supportive evidence and a detailed description of barriers and strategies to overcome barriers. Evidence from current literature and statistical/demographic data published on the community thoroughly supports the proposal in all required areas of the work plan.
15.0 %Organization and Effectiveness
10.0 %Organization of Proposal, Paragraph Development and Transitions
Organization of proposal is disjointed. Paragraphs and transitions consistently lack unity and coherence. There are no apparent connections between ideas. Transitions are inappropriate or lacking.
Some degree of organization is evident. Some paragraphs and transitions may lack logical progression of ideas, unity, coherence, and/or cohesiveness.
Paragraphs are generally competent, but ideas may show some inconsistency in organization and/or in their relationships to each other.
A logical progression of ideas between paragraphs is apparent. Paragraphs exhibit a unity, coherence, and cohesiveness.
Proposal is well-organized and logical. Ideas progress and relate to each other. Paragraph and transition construction guide the reader.
5.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use)
Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used.
Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, and/or word choice are present.
Some mechanical errors or ...
Rubic_Print_FormatCourse CodeClass CodeAssignment TitleTotal PointsECS-580ECS-580-O500Social Studies and ELA Integrated Five-Day Unit80.0CriteriaPercentageNo submission (0.00%)Insufficient (69.00%)Approaching (74.00%)Acceptable (87.00%)Target (100.00%)CommentsPoints EarnedContent100.0%Unit Plan: Planning and Integration of ELA and Social Studies15.0%Not addressed.Unit is inadequate for teaching one or more concepts in the primary content area for the profile of students. Unit may not include concepts from both content areas. The lessons are inadequately aligned to standards-based learning objectives. Learning progressions are inappropriate or not present. Plans are developmentally inappropriate or simply do not meet the needs of students.Unit is adequately designed to teach ELA and social studies content for the profile of students. Unit includes concepts from both content areas. The lessons are mostly aligned to standards-based learning objectives, and demonstrate some degree of learning progression. Unit is clearly designed to teach ELA and social studies content for the profile of students. Unit appropriately integrates central concepts from both content areas. The lessons are aligned to standards-based learning objectives, and demonstrate a reasonable learning progression. Unit is well-crafted to teach ELA and social studies content for the profile of students. Well-suited, central concepts are creatively and meaningfully integrated from both content areas. The lessons are strongly aligned to standards-based learning objectives, and demonstrate a well-designed, logical sequence. Unit Plan: Instructional Strategies15.0%Not addressed.Strategies and resources in the unit plan are inappropriate or do not create opportunities for students to learn, practice, and master content, or strategies do not include the use of technology.Unit plan demonstrates adequately developed strategies and resources, including the use of technology, to create opportunities for students to learn, practice, and master content.Unit plan demonstrates clear, developmentally appropriate, student-centered strategies and resources, including the use of technology, to create opportunities for students to learn, practice, and master content.Unit plan demonstrates well-developed and skillful use of effective, student-centered strategies and resources, including the use of technology, to create meaningful and engaging opportunities for students to learn, practice, and master content.Unit Plan: Assessment 15.0%Not addressed.Planned assessments do not adequately allow for students to demonstrate their knowledge or skill development and/or they do not align to the stated learning targets.Planned assessments are adequate for monitoring students deep understandings and skill development in content area. The assessments are somewhat aligned to the stated learning targets.Planned assessments provide clear, basic methods to monitor students deep understandings and skill developmen.
Evaluation Criteria for Applications and Formal Papers Level.docxSANSKAR20
Evaluation Criteria for Applications and Formal Papers
Levels of Achievement
Criteria
Outstanding Performance
Excellent Performance
Competent Performance
Proficient Performance
Room for Improvement
QUALITY OF WORK SUBMITTED -
1. The extent to which work meets the assigned criteria and work reflects graduate level critical and analytic thinking (0-30 Points)
30 to 30 points
Assignment exceeds expectations. All topics are addressed with a minimum of 75% containing exceptional breadth and depth about each of the assignment topics
25 to 29 points
Assignment exceeds expectations. All topics are addressed with a minimum of 75% containing exceptional breadth and depth about each of the assignment topics
20 to 24 points
Assignment meets expectations. All topics are addressed with a minimum of 50% containing good breadth and depth about each of the assignment topics.
16 to 19 points
Assignment meets most of the expectations. One required topic is either not addressed or inadequately addressed.
0 to 15 points
Assignment superficially meets some of the expectations. Two or more required topics are either not addressed or inadequately addressed.
QUALITY OF WORK SUBMITTED: Purpose of the paper is clear (0-5 Points)
5 to 5 points
A clear and comprehensive purpose statement is provided which delineates all required criteria.
5 to 5 points
A clear and comprehensive purpose statement is provided which delineates all required criteria.
4 to 4 points
Purpose of the assignment is stated, yet is brief and not descriptive.
1 to 3 points
Purpose of the assignment is vague.
0 to 0 points
No purpose statement was provided.
ASSIMILATION AND SYNTHESIS OF IDEAS
The extent to which the work reflects the student’s ability to-
1. Understand and interpret the assignment’s key concepts (0-10 Points)
10 to 10 points
Demonstrates the ability to critically appraise and intellectually explore key concepts.
9 to 9 points
Demonstrates the ability to critically appraise and intellectually explore key concepts.
8 to 8 points
Demonstrates a clear understanding of key concepts.
5 to 7 points
Shows some degree of understanding of key concepts.
0 to 4 points
Shows a lack of understanding of key concepts, deviates from topics.
ASSIMILATION AND SYNTHESIS OF IDEAS 2. Apply and integrate material in course resources (i.e. video, required readings, and textbook) and credible outside resources (0-20 Points)
20 to 20 points
Demonstrates and applies exceptional support of major points and integrates 2 or more credible outside sources, in addition to 3-4 course resources to support point of view.
15 to 19 points
Demonstrates and applies exceptional support of major points and integrates 2 or more credible outside sources, in addition to 3-4 course resources to support point of view.
10 to 14 points
Integrates specific information from 1 credible outside resource and 3 to 4 course resources to support major points and point of view.
3 to 9 points
Minimally includes and integrates specific ...
Describe how motivation and reinforcement would be used to influenLinaCovington707
Describe how motivation and reinforcement would be used to influence members of the organization to resolve the issue. 20 %
Unacceptable
Needs Improvement
Competent
Exemplary
The description does not address how motivation and reinforcement would be used to influence members of the organization to resolve the issue. Examples are not provided
Partially describes how motivation and reinforcement would be used to influence members of the organization to resolve the issue. Makes loose connections between theory and solution. Examples do not fully support solution.
Satisfactorily describes how motivation and reinforcement would be used to influence members of the organization to resolve the issue. Makes logical connections between theory and solution. Examples support solution.
Fully describes how motivation and reinforcement would be used to influence members of the organization to resolve the issue. Draws compelling, logical connections between theory and solution. Examples are strong and support solution.
Explain how the core concepts of emotional intelligence would enhance the social skills and the decision-making efficacy of the management team. 20%
Unacceptable
Needs Improvement
Competent
Exemplary
The description does not explain how the core concepts of emotional intelligence would enhance the social skills and the decision-making efficacy of the management team.
Partially explains how core concepts of emotional intelligence would enhance the social skills and the decision-making efficacy of the management team. Loose connections are made to support the relationship between EI and management’s skills. Application of research is minimal.
Satisfactorily describes how motivation and reinforcement would be used to influence members of the organization to resolve the issue. Makes logical connections between theory and solution. Examples support solution.
Fully describes how motivation and reinforcement would be used to influence members of the organization to resolve the issue. Draws compelling, logical connections between theory and solution. Examples are strong and support solution.
Describe the core attributes of an effective team or strategies to develop team dynamics. 25 %
Unacceptable
Needs Improvement
Competent
Exemplary
Does not describe the core attributes of an effective team or strategies to develop team dynamics. Benefits to organization are not presented
Partially describes the core attributes of an effective team. Strategies to develop team dynamics lack details and source support or are not fully articulated. Benefits to the organization are unclear.
Satisfactorily describes the core attributes of an effective team. Strategies to develop team dynamics are articulated. Benefits to the organization are stated. Additional details and source support would improve the description.
Completely describes the core attributes of an effective team. Strategies to develop team dynamics are strongly articulated and detailed. Benefits t ...
Assessment for maths 3000 words all together Assessment overview.docxfredharris32
Assessment for maths 3000 words all together
Assessment overview
The purpose of this folio task is to enable you to demonstrate your ability to generate and analyse plans of mathematics lessons and units using the structure and content of the Australian Curriculum. This task also enables you to further develop your skills in designing teaching strategies that take an inclusive and integrated approach and enable ICT to expand the teaching and learning of mathematics.
Assessment details
Folio outline
This assessment task requires you to create a unit of work (over 3-5 lessons) for either an F-2 class, 3-4 class or a 5-6 class. Your unit of work should provide an opportunity for students to explore key concepts of each of the three content strands within the AC Maths across a series of related lessons.
As part of the folio task you will need to compare and evaluate strategies and resources designed for mathematics teaching, as well as generate evidence of your capacity to plan and assess units and lessons based on sound pedagogical principles that demonstrate your understanding of the Australian Curriculum: Maths (ACARA, 2015).
Folio topic/theme
In determining a focus for your unit, you should choose a topic, theme, or pretext which connects the three content strands. You should also look for ways to incorporate inclusive, integrated and/or holistic approaches into your teaching and assessment design.
Folio Structure
Your unit of work folio will include the following items:
Introduction.
A detailed introduction contextualising the folio
Unit plan with unit overview
The unit plan should demonstrate how the lessons fit together as a whole and contribute to a students’ knowledge of a topic and meeting the overall objectives. The length of the unit should be 3 – 6 lessons, and demonstrate learning objectives and some form of assessment that students would be able to complete by the end of the unit.
The unit plan and overview should include:
· The objectives and aims of the unit o Pedagogical approaches
· The background context-including year level and prior knowledge of students
· The strands and elements from the Australian Curriculum that you are addressing
· A plan noting the lessons and topic breakdowns (e.g. timeline overview of the unit)
Resource list
Provide a specific list of resources (including stimuli, texts, tools, ICT). All references should be appropriately cited using APA style. You can include this either as part of your lesson plans, your unit plan, or as a separate document, as long as this is captured and referenced correctly. For example, you may refer to these in your lesson plans for context, but direct to a separate list that is more specific with references.
Lessons plans
Provide lesson plans for each lesson in the unit that more specifically outline what activities students will be undertaking and how their skills and knowledge will be built over each lesson. The lesson plans should also highlight ...
BUSI 730Real World Applications Paper Grading RubricCriteria.docxfelicidaddinwoodie
BUSI 730
Real World Applications Paper Grading Rubric
Criteria
Levels of Achievement
Content
105 – 0 points
Advanced
Proficient
Developing
Not present
Synthesis of Knowledge
Focus/Thesis
45 – 0 points
45 to 42 points
Student exhibits a defined and clear understanding of the assignment. Thesis is clearly defined and well constructed to help guide the reader throughout the assignment. Student builds upon the thesis of the assignment with well-documented and exceptional supporting facts, figures, and/or statements.
41 to 39 points
Establishes a good comprehension of topic and in the building of the thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment.
38 to 1 points
Student exhibits a basic understanding of the intended assignment, but the thesis is not fully supported throughout the assignment. While thesis helps to guide the development of the assignment, the reader may have some difficulty in seeing linkages between thoughts. While student has included a few supporting facts and statements, this has limited the quality of the assignment
0 points
Foundation of Knowledge
30 – 0 points
30 to 28 points
Student demonstrates proficient command of the subject matter in the assignment. Assignment shows an impressive level of depth of student’s ability to relate course content to practical examples and applications. Student provides comprehensive analysis of details, facts, and concepts in a logical sequence.
27 to 26 points
Student exhibits above-average usage of subject matter in assignment. Student provides above-average ability in relating course content in examples given. Details and facts presented provide an adequate presentation of student’s current level of subject matter knowledge.
25 to 1 points
The assignment reveals that the student has a general, fundamental understanding of the course material. There are areas of some concern in the linkages provided between facts and supporting statements. Student generally explains concepts, but only meets the minimum requirements in this area
0 points
Application of Knowledge
(Critical Thinking Skills
30 – 0 points
30 to 28 points*
Student demonstrates a higher level of critical thinking necessary for graduate-level work. Student provides a strategic approach in presenting examples of problem solving or critical thinking, while drawing logical conclusions which are not immediately obvious. Student provides well-supported ideas and reflection with a variety of current and/or world views in the assignment.
27 to 26 points*
Student exhibits a good command of critical-thinking skills in the presentation of material and supporting statements. Assignment demonstrates the student’s above-average use of relating concepts by using a variety of factors. Overall, student provides adequate conclusions, with 2 or fewer errors.
25 to 1 points*
Student takes a common, conventional approach.
OverviewThis Assessment is a Work Product in which you will .docxaman341480
Overview
This Assessment is a Work Product in which you will design a set of learning experiences that could be implemented as part of an effective curriculum for preschool children (ages 3–4). Ideally, curriculum planning is a collaborative process. For this Work Product, you will interview a teacher to learn more about his or her curricular goals and find out how you can collaborate with one another to achieve those goals. You will also observe in the teacher’s classroom in order to learn more about the children in the setting. If you are currently working as an early childhood teacher, collaborate with a colleague in your setting to complete this Assessment.
You will collaborate with a colleague or early childhood teacher to design three learning experiences that are appropriate for the children in the preschool classroom that you observed. (Implementation is not required, but it is important that you have a real setting in mind as you plan.)
Your response to this Assessment should:
1. Reflect the criteria provided in the Rubric, which provides information on how the Assessment will be evaluated.
2. Adhere to the required assignment length.
3. Use the APA course paper template available
here
. All submissions must follow the conventions of scholarly writing. Properly formatted APA citations and references must be provided where appropriate.
Professional Skills: Collaboration
and
Written Communication
is assessed in this Competency. You are strongly encouraged to use the
Writing Checklist
and to review the Rubric prior to submitting.
This Assessment requires submission of one (1) document, with the learning experiences included as an Appendix. Save this file as
EP002_firstinitial_lastname
(for example, EP002_J_Smith). When you are ready to upload your completed Assessment, select
Submit Attempt
.
Instructions
Before submitting your Assessment, carefully review the rubric. This is the same rubric the assessor will use to evaluate your submission and it provides detailed criteria describing how to achieve or master the Competency. Many students find that understanding the requirements of the Assessment and the rubric criteria help them direct their focus and use their time most productively.
Rubric
Access the following to complete this Assessment:
Interview Guide
Learning Experience Plan Template
Curriculum Planning
Identify a preschool setting that provides educational programs for 3- and 4-year-olds. Arrange to visit and interview a teacher and to observe in his or her classroom for at least two hours. Use the “Interview Guide” document to inform your questions during your scheduled interview.
Keeping in mind all you have learned about the context of the preschool program and the standards that inform its curriculum, plan three learning experiences around a central theme chosen in collaboration with the teacher you interview. Use the template provided in the “Learning Experience Plan Template” document.
Taken .
Benchmark - Community Teaching Plan Community Teaching Work Plan .docxAASTHA76
Benchmark - Community Teaching Plan: Community Teaching Work Plan Proposal
1
Unsatisfactory
0.00%
2
Less than Satisfactory
75.00%
3
Satisfactory
83.00%
4
Good
94.00%
5
Excellent
100.00%
80.0 %Content
30.0 %Identification of Focus for Community Teaching
Focus of community teaching is not identified or is incomplete.
Focus of community teaching is unclear or inconsistent with Functional Health Patterns (FHP) assessment findings.
Focus of community teaching is clear, but rationale for selection is not included.
Focus of community teaching is clear, with a detailed explanation of rationale for selection.
Focus of community teaching is clear, consistent with Functional Health Patterns (FHP) assessment findings, and supported by explanation of rationale.
50.0 %Detailed and Comprehensive Community Teaching Work Plan Proposal
Community teaching proposal is omitted or incomplete.
Community teaching proposal is unclear or inconsistent with Functional Health Patterns (FHP) assessment findings, demographic, or the scope of community-based resources.
Community teaching proposal is clear with a complete summary of each area listed in the assignment criteria.
Community teaching proposal is clearly described and is well supported by evidence from current literature and statistical/demographic data published on the community. There is a detailed summary of all required areas of the work plan.
Community teaching proposal is detailed and comprehensive, with supportive evidence and a detailed description of barriers and strategies to overcome barriers. Evidence from current literature and statistical/demographic data published on the community thoroughly supports the proposal in all required areas of the work plan.
15.0 %Organization and Effectiveness
10.0 %Organization of Proposal, Paragraph Development and Transitions
Organization of proposal is disjointed. Paragraphs and transitions consistently lack unity and coherence. There are no apparent connections between ideas. Transitions are inappropriate or lacking.
Some degree of organization is evident. Some paragraphs and transitions may lack logical progression of ideas, unity, coherence, and/or cohesiveness.
Paragraphs are generally competent, but ideas may show some inconsistency in organization and/or in their relationships to each other.
A logical progression of ideas between paragraphs is apparent. Paragraphs exhibit a unity, coherence, and cohesiveness.
Proposal is well-organized and logical. Ideas progress and relate to each other. Paragraph and transition construction guide the reader.
5.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use)
Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used.
Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, and/or word choice are present.
Some mechanical errors or ...
Arts assessment 3000 words all together Assessment overview Th.docxfredharris32
Arts assessment 3000 words all together
Assessment overview
This assessment task requires you to create a unit of work that demonstrates your ability to understand and plan relevant activities for the Australian Curriculum: The Arts. The purpose of the folio task is to enable you to demonstrate your knowledge and skills of Arts education across the range of activities involved in teaching and learning in the primary classroom. The task also enables you to demonstrate your ability to both plan and assess across a unit of work, to support students’ learning and their creative and emotional development. This task should support you in further developing your skills in designing teaching strategies that take an inclusive and integrated approach to Arts education while also aligning with the Australian Curriculum.
Assessment details
This assessment task requires you to create a unit of work that provides opportunity for students to learn skills and art forms or techniques in at least 2 of the five Arts strands (Dance, Drama, Music, Visual Art and Media Arts) across a series of related lessons. Your unit must be designed for students in Grades 3 – 6. ( note choose 1 year group )
As part of the folio task you will need to compare and evaluate strategies and resources designed for Arts teaching, as well as generate evidence of your capacity to plan and assess units and lessons based on sound pedagogical principles that demonstrate your understanding of the Australian Curriculum: Arts (ACARA, 2015).
In determining a focus for your unit, you should choose a topic, theme, or pretext through which the learning experiences in the two or more Arts areas will connect and you can structure the unit and relevant assessment task. You should also look for ways to incorporate inclusive, integrated and/or holistic approaches into your teaching and assessment design. Refer to the holistic rubric for further information regarding the expected levels of integration of these concepts.
Your folio must include:
• Unit plan with unit overview, noting the objectives and aims of the unit, the background context - including year level and prior knowledge of students, the strands and elements from the Australian Curriculum: Arts that you are addressing, and a plan noting the lessons and topic breakdowns (e.g. a timeline overview of the unit). The unit plan should demonstrate how the lessons fit together as a whole and contribute to a students’ knowledge of a topic and meeting the overall objectives. The length of the unit should be 3 – 6 lessons,( I want 4 or 5 lesson) and demonstrate learning objectives and some form of assessment that students would be able to complete by the end of the unit. You may also wish to highlight any other descriptors and strands you are meeting (e.g. from other curriculum areas or cross-discipline objectives as relevant). The aims of the unit should highlight your beliefs regarding creative arts education, including pedagogical theories an ...
ELSE 6073 Educational Procedures for Moderate to Profound DisaMerrileeDelvalle969
ELSE 6073 Educational Procedures for Moderate to Profound Disabilities
Task Analysis – 100 pts.
Selecting teaching strategies and arranging educational environments
Graduate candidates will create 1 task analysis from the following skill selections: Functional Academic
Skill, Communication Skill, Interpersonal or Self-help Skill, based on measurable IEP Goals. Thus, a
complex skill can be taught by using chaining.
Chaining – is a way to teach a multi-step or complex skill. There are 3 types of chaining: Backward,
forward, and Total Task. (Watch 4 minute video: https://www.relias.com/resource/chaining-and-task-
analysis ). While often used as a component of ABA instruction, chaining can be used to teach individuals
with moderate/profound disabilities a complex skill. A complex skill is a skill that really consists of
several small behaviors that are linked or chained together, to accomplish a terminal goal. An example of
a skill consisting of several discrete behaviors is wiping a table.
Task Analysis – think of this as a basic GPS... Step-by-step directions to completing a skill. A task
analysis is typically created by completing the skill yourself or watching someone else complete the skill.
It’s important not to just write up a task analysis based on your memory. Even simple tasks, like making a
peanut butter and jelly sandwich, can have small important steps that you may inadvertently skip. If you
don’t teach the step, then you really can’t blame the student for not completing the step.
Chaining and task analysis are teaching procedures that help teach complex behaviors or sequences of
behaviors, such as
Academic Tasks
Social Skills
Self-help Skills
Interpersonal Skills
Design a detailed task analysis (TA) that includes at least the following components:
o Is aligned with the learning goal for which graduate candidate creates; making
sure performance is measurable. For those candidates who have their own
classroom, you may use a target student and use goals from his/her IEP.
o Allows for specific feedback from the teacher to the learner
o Measures the degree to which the learning goal has been achieved
o Provides sufficient information upon which to design subsequent, appropriate
instruction
Explain how the TA enables the learner to monitor his/her own learning progress.
Explain how the design of the TA can inform the levels or types of supports and challenge
the learner might need for subsequent instruction.
Instructional Sequence Assignment: Task Analysis and Chaining
List the instructional strategies and learning tasks you will use for each day of instruction
(You should create a chart designed to reflect the skill being taught) chart should include:
https://www.relias.com/resource/chaining-and-task-analysis
https://www.relias.com/resource/chaining-and-task-analysis
Graduate Candidate/Teacher name, Student learner name, goal/skill acquisition target,
materials needed, recording Key, Criterion, Teaching M ...
Community Teaching ExperienceStudents must submit this for.docxdonnajames55
Community Teaching Experience
Students must submit this form as part of the assignment submission.
Student Name:__________________
Course Section & Faculty Name:_____________________________
Date of Presentation:_____________
Provider Information
Provider Name :
Last
First
M.I.
Credentials:
Title:
(i.e., MS, RN, etc.)
Organization:
Phone Number:
E-mail Address:
Student Presentation Information
Type of Presentation:
FORMCHECKBOX
PowerPoint Presentation
FORMCHECKBOX
Pamphlet Presentation
FORMCHECKBOX
Audio Presentation
FORMCHECKBOX
Poster Presentation
D
Provider Acknowledgement
I __________________________acknowledge that ____________________________
(Provider Name)
(Student Name)
has requested approval to participate in a community teaching experience at the location listed on this form. The organization / agency does not endorse the university or the student however, the teaching plan developed by the student is considered appropriate and of benefit to the community of interest.
______________________________
_________________
Provider Signature
Date Signed
Assignment 1 (Part I)
Details:
Note: This is an individual assignment. Based on the feedback offered by the provider, identify the best approach for teaching. Prepare a presentation to accompany the teaching plan and present the information to your community. Select one of the following options for delivery of the presentation:
1. PowerPoint presentation – no more than 30 minutes
2. Pamphlet presentation – 1 to 2 pages
3. Poster presentation
Appropriate community settings include:
· Public health clinic
· Community health center
· Long-term care facility
· Transitional care facility
· Home health center
· University/School health center
· Church community
· Adult/Child care center
Before presenting information to the community, seek approval from an agency administrator or representative.
Upon receiving approval from the agency, include the "Community Teaching Experience Form" as part of your assignment submission.
(Part II)
Note: This is an individual assignment. In 1,500-2,000 words, describe the teaching experience and discuss your observations. The written portion of this assignment should include:
1. Summary of teaching plan
2. Epidemiological rationale for topic
3. Evaluation of teaching experience
4. Community response to teaching
5. Areas of strengths and areas of improvement
Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
Rubric
Community Teaching Plan: Teaching Experience Paper
1
Unsatisfactory
0.00%
2
Less than Satisfactory
75.00%
3
Satisfactory
83.00%
4
Good
94.00%
5
Excellent
100.00%
80.0 %Content
30.0 %Comprehensive Summary of Teaching.
Develop learning objectives for the training and development progr.docxcuddietheresa
Develop learning objectives for the training and development program.
Basic
Describes, but does not develop learning objectives for the training and development program.
Faculty comments:“
Your 'objective' are really job golas
Think of it this way:
After training what should the trainees know or be able to do?
For example - training to build a wooden picnic table'
After training trainees will know the 6 types of lumber they need to secure to build the table.
After training trainees will be able to demonstrate how to cut the proper angles to complete the leg assembly.
A specific objective of the training program must be measureable and must be something that is attained during the training program and not something that occurs at work after the program. For example in a safety training program after training employees may know the 4 places where hard hats are required to be worn. That is the training program objective - the work goal is fewer injuries due to not wearing a hard hat.
As a good guide most programs should have between 3-5 specific objectives
Print
Training Program Design Scoring Guide
CRITERIA
NON-PERFORMANCE
BASIC
PROFICIENT
DISTINGUISHED
Assess the strategic impact of the training topic on an organization.
Does not describe the strategic impact of the training topic on an organization.
Describes, but does not assess the strategic impact of the training topic on an organization.
Assesses the strategic impact of the training topic on an organization.
Analyzes the strategic impact of the training topic on an organization, using authentic organization examples.
Explain the selected training topic for the training and development program.
Does not identify the selected training topic for the training and development program.
Identifies, but does not explain the selected training topic for the training and development program.
Explains the selected training topic for the training and development program.
Articulates the selected training topic for the training and development program, including related subtopics.
Develop a training needs analysis for the topic.
Does not describe a training needs analysis for the topic.
Describes, but does not develop a training needs analysis for the topic.
Develops a training needs analysis for the topic.
Develops a training needs analysis for the topic, and illustrates using a sample survey, a questionnaire, a set of written interview questions, or an observation checklist.
Develop learning objectives for the training and development program.
Does not describe learning objectives for the training and development program.
Describes, but does not develop learning objectives for the training and development program.
Develops learning objectives for the training and development program.
Analyzes learning objectives for the training and development program, using research from scholarly literature.
Assess how a distance learning module enhances a trainee’s learning experienc ...
Targeted Essential LearningThe teacher manages the learning enviro.docxjonghollingberry
Targeted Essential Learning
The teacher manages the learning environment to actively and equitably engage learners by organizing, allocating, and coordinating the resources of time, space, and learners’ attention.
(InTASC 3)
Assessment Tool Selected
Portfolio: Personal Classroom Management Plan
Specific Performance/Task(s)
The student will exhibit effective classroom management skills through the creation of a personal comprehensive classroom management plan.
Relevancy of Task to Teacher Candidate
An effective classroom management plan is an indispensable tool in a teacher’s arsenal, contributing to his or her success as a teacher and, in turn, helping to promote students’ ability to learn in the classroom.
Assessment:
Portfolio created in Microsoft Word that focuses on
the group of students in your program of study. Consider all you have learned throughout this course and the interaction you have had with classmates and include the following:
Cover page
Table of Contents
Section title pages
1.
“My Philosophy of Classroom Management” – Write a 2-3-paragraph description of the culture you will promote in your classroom. Include broad expectations of the teacher and the students.
2.
“Classroom Procedures” –Include five from the “Procedures” assignment.
3.
“Rules, Consequences, and Reward System” – Include a rationale for your system.
4.
“Communication with Parents/Guardians” – Identify at least three ways you will communicate with parents and include a rationale for each.
5.
“Student Engagement Strategies” – Summarize three ways to keep your students engaged. Include drawings of classroom arrangements and how you would implement the drawings in your future classroom.
6.
“Professionalism” – Summarize ten ways of being professional with students, parents, co-workers, and administrators. Also, include your areas of strength, an area for improvement, and why professionalism is important.
While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
Scoring Rubric
Criteria
% Value
1: Unsatisfactory
2: Less Than Satisfactory
3: Satisfactory
4: Good
5: Excellent
% Scaling
0%
65%
75%
85%
100%
Content – 90%
Philosophy of Classroom Management
15%
Philosophy is not given.
Philosophy provides an unclear personal viewpoint of classroom management.
Philosophy provides basic personal viewpoint of classroom management.
Philosophy provides well-supported personal viewpoint of classroom management.
Philosophy provides well-supported and insightful personal viewpoint of classroom management.
Procedures
15%
Procedures are not given.
Procedures are incomplete, unclear, not age appropr.
Total Possible Score 10.00Justifies the Alignment of Lesson Pla.docxturveycharlyn
Total Possible Score: 10.00
Justifies the Alignment of Lesson Plan Learning Objectives, the Learning Activities, and Assessments; Justifies the Construction of the Unit as Building Knowledge From Students’ Prior Knowledge or Classroom Experience
Total: 2.50
Distinguished - Clearly justifies the alignment of lesson plan learning objectives, learning activities, and assessments; thoroughly justifies the construction of the unit as building knowledge from the prior knowledge or classroom experience. The justifications are supported with relevant and appropriate examples.
Proficient - Justifies the alignment of lesson plan learning objectives, learning activities, and assessments; justifies the construction of the unit as building knowledge from the prior knowledge or classroom experience. The justifications are supported with relevant and appropriate examples. Minor details are missing.
Basic - Minimally justifies the alignment of lesson plan learning objectives, learning activities, and assessments; partially justifies the construction of the unit as building knowledge from the prior knowledge or classroom experience. The justifications are somewhat supported with appropriate examples and/or relevant details are missing.
Below Expectations - Attempts to justify the alignment of lesson plan learning objectives, learning activities, and assessments and to justify the construction of the unit as building knowledge from the prior knowledge or classroom experience; however, the justifications are not supported, and appropriate examples and significant details are missing.
Non-Performance - The justification of the alignment of lesson plan learning objectives, learning activities, and assessments and the justification of the unit as building knowledge from the prior knowledge or classroom experience are either nonexistent or lack the components described in the assignment instructions.
Explains How the Work in the Lesson Plan Helps Students to Understand How Experts Use Important Content to Address Problems, How the Content Makes a Difference in the World, and Supports Them in Becoming Thinkers and Problem Solvers, Often Drawing on Methods and Practices of Experts
Total: 2.50
Distinguished - Thoroughly explains how the work in the lesson plan helps students to understand how experts use important content to address problems, how the content makes a difference in the world, and supports them in becoming thinkers and problem solvers, often drawing on methods and practices of experts. The explanations are supported by relevant and appropriate examples.
Proficient - Explains how the work in the lesson plan helps students to understand how experts use important content to address problems, how the content makes a difference in the world, and supports them in becoming thinkers and problem solvers, often drawing on methods and practices of experts. The explanations are supported by relevant and appropriate examples, but minor details are missing.
Basic - ...
SMALL GROUP LESSON 1
SMALL GROUP LESSON 2
Field Experience B: Small Group Lesson
Babita Mohabir
GCU
SEC 580
June 10, 2020
Small Group Lesson
I am highly satisfied with the lesson plan, particularly because it yielded the desired results proving that it was carefully crafted right from the beginning. My goal at the end of the lesson was to offer a good learning experience to the learners, and I achieved that. I was able to put into perspective all the factors which played a huge role in influencing the learning outcomes of the learners in the small group. I executed the lesson plan effectively. I engaged the learners and strengthened their understanding of the course content. By sharing the lesson plan with the learners through highlighting a visible agenda on the board about what they will be learning and doing during class time, I was able to keep them on track. I made a conscious effort to maintain eye contact in class, and this enhanced the involvement of the learners with the course content. I conveyed the content and instructions in a clear and specific manner so that the learners with poor listening comprehension were not left behind.
When attempting to put a point across in class, I ensured that my voice was loud enough and clear. This, coupled with the developed rules and regulations, enabled me to successfully maintain a degree of order and control in the class, and fully grasped the attention of the learners. Using relevant examples and analogies to demonstrate the mathematical concepts was successful as the learners were able to understand the topic more. I also succeeded in building a rapport with the learners thanks to the warm and friendly class atmosphere that I created. Additionally, I was successful in time management. I did not run out of time as all that I had planned to cover was completed within the stipulated timeline. Using a collaborative approach for teaching also succeeded in boosting involvement among all the learners. In regard to the improvements, apart from winding up the lesson by simply summarizing the main points learned, it would be a good idea to conclude by also previewing the next lesson. This means briefly striking a connection between the finished concept and the next coming concept. A combination of summarizing and previewing would spur the interest of the learners in the coming lesson and enable them to connect the various ideas within a much larger context.
The other improvement would have been establishing strategies to obtain learners’ feedback in order to gather insight into any shortcomings in my teaching technique. The lesson plan was effectively assessed since I had created several productive questions for each learning concept which I was to use to check for understa ...
SMALL GROUP LESSON 1
SMALL GROUP LESSON 2
Field Experience B: Small Group Lesson
Babita Mohabir
GCU
SEC 580
June 10, 2020
Small Group Lesson
I am highly satisfied with the lesson plan, particularly because it yielded the desired results proving that it was carefully crafted right from the beginning. My goal at the end of the lesson was to offer a good learning experience to the learners, and I achieved that. I was able to put into perspective all the factors which played a huge role in influencing the learning outcomes of the learners in the small group. I executed the lesson plan effectively. I engaged the learners and strengthened their understanding of the course content. By sharing the lesson plan with the learners through highlighting a visible agenda on the board about what they will be learning and doing during class time, I was able to keep them on track. I made a conscious effort to maintain eye contact in class, and this enhanced the involvement of the learners with the course content. I conveyed the content and instructions in a clear and specific manner so that the learners with poor listening comprehension were not left behind.
When attempting to put a point across in class, I ensured that my voice was loud enough and clear. This, coupled with the developed rules and regulations, enabled me to successfully maintain a degree of order and control in the class, and fully grasped the attention of the learners. Using relevant examples and analogies to demonstrate the mathematical concepts was successful as the learners were able to understand the topic more. I also succeeded in building a rapport with the learners thanks to the warm and friendly class atmosphere that I created. Additionally, I was successful in time management. I did not run out of time as all that I had planned to cover was completed within the stipulated timeline. Using a collaborative approach for teaching also succeeded in boosting involvement among all the learners. In regard to the improvements, apart from winding up the lesson by simply summarizing the main points learned, it would be a good idea to conclude by also previewing the next lesson. This means briefly striking a connection between the finished concept and the next coming concept. A combination of summarizing and previewing would spur the interest of the learners in the coming lesson and enable them to connect the various ideas within a much larger context.
The other improvement would have been establishing strategies to obtain learners’ feedback in order to gather insight into any shortcomings in my teaching technique. The lesson plan was effectively assessed since I had created several productive questions for each learning concept which I was to use to check for understa.
Description Total Possible Score 16.00Distinguished .docxcuddietheresa
Description:
Total Possible Score: 16.00
Distinguished - Develops a clear and concise introduction that includes future goals, position and learning environment intended
to work in, and the desired age level to work with.
Proficient - Develops an introduction that includes future goals, position and learning environment intended to work in, and the
desired age level to work with. The introduction is slightly unclear.
Basic - Develops a limited introduction that includes future goals, position and learning environment intended to work in, and the
desired age level to work with. The introduction is unclear.
Below Expectations - Attempts to develop an introduction; however, it does not include future goals, position or learning
environment intended to work in, or the desired age level to work with. The introduction is significantly unclear.
Non-Performance - The introduction is nonexistent or lacks the components described in the assignment instructions.
Distinguished - Intricately discusses how effective, on-going home and community partnerships can support early childhood
curriculum, learners’ development and the learning environment. The discussion is clearly supported with scholarly resources
such as theories, practices, strategies, and/or frameworks.
Proficient - Discusses how effective, on-going home and community partnerships can support early childhood curriculum,
learners’ development and the learning environment. The discussion is supported with scholarly resources such as theories,
practices, strategies, and/or frameworks, but is missing minor details.
Basic - Minimally discusses how effective, on-going home and community partnerships can support early childhood curriculum,
learners’ development, and the learning environment. The discussion is somewhat supported with scholarly resources such as
theories, practices, strategies, and/or frameworks and/or missing relevant details.
Below Expectations - Attempts to discuss how effective, on-going home and community partnerships can support early childhood
curriculum, learners’ development and the learning environment; however, the discussion is not supported with scholarly
resources such as theories, practices, strategies, and/or frameworks and is missing significant details.
Non-Performance - The discussion of how effective, on-going home and community partnerships can support early childhood
curriculum, learners’ development and the learning environment is either nonexistent or lacks the components described in the
assignment instructions.
Distinguished - Clearly articulates the communication and collaboration strategies that will be used and provides a
comprehensive rationale for why the suggested strategies are best for developing and maintaining partnerships. The explanation
is well supported by scholarly sources.
Proficient - Articulates the communication and collaboration strategies that will be used and provides rationale for why the
suggested strategi ...
Description Total Possible Score 16.00Distinguished .docxdonaldp2
Description:
Total Possible Score: 16.00
Distinguished - Develops a clear and concise introduction that includes future goals, position and learning environment intended
to work in, and the desired age level to work with.
Proficient - Develops an introduction that includes future goals, position and learning environment intended to work in, and the
desired age level to work with. The introduction is slightly unclear.
Basic - Develops a limited introduction that includes future goals, position and learning environment intended to work in, and the
desired age level to work with. The introduction is unclear.
Below Expectations - Attempts to develop an introduction; however, it does not include future goals, position or learning
environment intended to work in, or the desired age level to work with. The introduction is significantly unclear.
Non-Performance - The introduction is nonexistent or lacks the components described in the assignment instructions.
Distinguished - Intricately discusses how effective, on-going home and community partnerships can support early childhood
curriculum, learners’ development and the learning environment. The discussion is clearly supported with scholarly resources
such as theories, practices, strategies, and/or frameworks.
Proficient - Discusses how effective, on-going home and community partnerships can support early childhood curriculum,
learners’ development and the learning environment. The discussion is supported with scholarly resources such as theories,
practices, strategies, and/or frameworks, but is missing minor details.
Basic - Minimally discusses how effective, on-going home and community partnerships can support early childhood curriculum,
learners’ development, and the learning environment. The discussion is somewhat supported with scholarly resources such as
theories, practices, strategies, and/or frameworks and/or missing relevant details.
Below Expectations - Attempts to discuss how effective, on-going home and community partnerships can support early childhood
curriculum, learners’ development and the learning environment; however, the discussion is not supported with scholarly
resources such as theories, practices, strategies, and/or frameworks and is missing significant details.
Non-Performance - The discussion of how effective, on-going home and community partnerships can support early childhood
curriculum, learners’ development and the learning environment is either nonexistent or lacks the components described in the
assignment instructions.
Distinguished - Clearly articulates the communication and collaboration strategies that will be used and provides a
comprehensive rationale for why the suggested strategies are best for developing and maintaining partnerships. The explanation
is well supported by scholarly sources.
Proficient - Articulates the communication and collaboration strategies that will be used and provides rationale for why the
suggested strategi.
Description Total Possible Score 16.00Distinguished .docxcarolinef5
Description:
Total Possible Score: 16.00
Distinguished - Develops a clear and concise introduction that includes future goals, position and learning environment intended
to work in, and the desired age level to work with.
Proficient - Develops an introduction that includes future goals, position and learning environment intended to work in, and the
desired age level to work with. The introduction is slightly unclear.
Basic - Develops a limited introduction that includes future goals, position and learning environment intended to work in, and the
desired age level to work with. The introduction is unclear.
Below Expectations - Attempts to develop an introduction; however, it does not include future goals, position or learning
environment intended to work in, or the desired age level to work with. The introduction is significantly unclear.
Non-Performance - The introduction is nonexistent or lacks the components described in the assignment instructions.
Distinguished - Intricately discusses how effective, on-going home and community partnerships can support early childhood
curriculum, learners’ development and the learning environment. The discussion is clearly supported with scholarly resources
such as theories, practices, strategies, and/or frameworks.
Proficient - Discusses how effective, on-going home and community partnerships can support early childhood curriculum,
learners’ development and the learning environment. The discussion is supported with scholarly resources such as theories,
practices, strategies, and/or frameworks, but is missing minor details.
Basic - Minimally discusses how effective, on-going home and community partnerships can support early childhood curriculum,
learners’ development, and the learning environment. The discussion is somewhat supported with scholarly resources such as
theories, practices, strategies, and/or frameworks and/or missing relevant details.
Below Expectations - Attempts to discuss how effective, on-going home and community partnerships can support early childhood
curriculum, learners’ development and the learning environment; however, the discussion is not supported with scholarly
resources such as theories, practices, strategies, and/or frameworks and is missing significant details.
Non-Performance - The discussion of how effective, on-going home and community partnerships can support early childhood
curriculum, learners’ development and the learning environment is either nonexistent or lacks the components described in the
assignment instructions.
Distinguished - Clearly articulates the communication and collaboration strategies that will be used and provides a
comprehensive rationale for why the suggested strategies are best for developing and maintaining partnerships. The explanation
is well supported by scholarly sources.
Proficient - Articulates the communication and collaboration strategies that will be used and provides rationale for why the
suggested strategi.
APA style with 3 or more referencesResearch Theory in Homeland S.docxarmitageclaire49
APA style with 3 or more references
Research Theory in Homeland Security and Emergency Management
Emergency management, homeland security, and criminal justice are all fields that may be approached academically but certainly have a large practitioner’s base. This means that while some social scientists may be intently studying phenomena and behaviors occurring within professions related to these areas of expertise, many professionals in these lines of work may or may not have academic degrees related specifically to what they do each day. A third group,
practitioner scholars
, has combined an educational background with professional expertise and serves as a bridge between the two ends of the spectrum.
In your agency, the deputy uses old-fashioned techniques and does not necessarily embrace the idea that advanced degrees enhance an individual’s capabilities. However, a new chief has recently been appointed, and he believes education is tremendously valuable to crisis responders at any level. He also believes that theory and practice can be closely and successfully linked, even in daily operations.
You are considered a practitioner-scholar in your agency. Because of your remarkable education and demonstrated intellect, your manager has tasked you with drafting an information paper for your colleagues that explains how and why theory has a role in daily operations. You are informed you should also include arguments on the value of social science research and how such science can aid practitioners in performing their missions.
Primary Task Response:
Within the Discussion Board area,
write 400–600
words that respond to the following questions with your thoughts, ideas, and comments. This will be the foundation for future discussions by your classmates. Be substantive and clear, and use examples to reinforce your ideas:
In your own words, why do you think research theory has a daily role in the fields of homeland security and emergency management? Explain.
How valuable do you feel the use of social science research is to homeland security and emergency management practitioners? Explain.
Specifically, how do you think social science research can aid practitioners in performing their missions? Explain.
Why do you think some practitioners are resistant to seeking out higher education? Explain.
Should practitioners be required to obtain certain levels of education? Why or why not?
What homeland security or emergency management related research, if any, have you recently examined? Summarize.
Do you feel that the results of the research contain valuable data to the fields? Why or why not?
If you have not recently examined any homeland security or emergency management related research, what type(s) of research are you most interested in studying throughout this course? Why?
Project Criteria
Unacceptable
Minimal
Competent
Effective
Mastery
Subtotals
(15/75)
0 - 8 points:
9 - 10 points:
11 points:
12 - 13 points:
14 - 15 points:
0
Produce Mea.
Criteria Ratings Points
Content,
Focus, &
Organization
140 to >128.0 pts
Advanced
The Career Program
Proposal PowerPoint
Presentation fully meets
or exceeds the following
content requirements:
Introduction: • Student
clearly yet succinctly
articulates a description
of the program
speaking directly to
relevant stakeholders.
• Student provides a
detailed description of
the setting and
identifies a specific
target population within
the setting. Rationale:
• Student clearly and
succinctly describes the
rationale for this career
development program.
• Student cites and
describes at least 2
peer-reviewed articles
to support the rationale,
with 5 sources overall.
• Student specifically
describes how the
needs of the population
will be determined.
• Student clearly and
articulately
demonstrates the use of
career development
theory as a foundation
of this program.
Standards & Learning
Objectives: • Student
identifies 6 standards
(School Counseling
students will list 3
NCDA standards and 3
Mindset & Behavior
Standards). • Student
identifies 3 learning
objectives. • Learning
objectives are stated in
terms of what
participants will be able
128 to >117.0 pts
Proficient
The Career Program
Proposal PowerPoint
Presentation meets most
or some of the following
content requirements:
Introduction: • Student
provides a brief narrative
description of the
program speaking
generally to relevant
stakeholders. • Student
provides a partial
description of the setting,
and/or only identifies a
general target population
within the setting.
Rationale: • Student
generally describes the
rationale for this career
development program.
• Student cites and
describes at least 1
peer-reviewed article to
support the rationale but
does include at least 4
sources. • Student
generally describes how
the needs of the
population will be
determined. • Student
partially demonstrates
the use of career
development theory as
the foundation of this
program. Standards &
Learning Objectives:
• Student identifies 4
standards (School
Counseling students
have listed 2 NCDA
standards and 2 Mindset
& Behavior Standards).
• Student identifies 2
learning objectives.
• Learning objectives
are stated in general
terms that only
somewhat reflect what
participants will be able
117 to >0.0 pts
Developing
The Career Program
Proposal PowerPoint
Presentation partially or
inadequately meets the
following content
requirements:
Introduction: • Student
provides a narrative
description of the
program that is too brief,
too lengthy, or unclear in
content. • Student
provides a vague
description of the
setting, and/or does not
clearly identify a specific
target population within
the setting. Rationale:
• Student’s description
of the rationale for this
career development
program is unclear or
inarticulate. • Student
does not cite or describe
any p.
MGN431 Strategic HRDModule 2. Framework for HRDWeek 8. HRD DioneWang844
MGN431 Strategic HRD
Module 2. Framework for HRD
Week 8. HRD Needs Analysis Findings. Developing the SHRD Plan
1
1
Unit Map
You
Are
Here!
2
Module 2: Framework for HRD
Module 1:
Foundations of HRD
Module 3: Contemporary Issues in HRD
Workshop Overview
HRD Needs Analysis – QCU
Discuss findings & confirm needs analysis outcomes
Key business challenges
SHRD implications
Developing your HRD plan
Assignment 2 objectives
Approach
3
3
Needs Analysis Findings
4
4
Key business challenges
SHRD Implications
SHRD Needs Analysis
QCU Feedback
Our summary of the challenges/issues
Our analysis of the SHRD implications
Confirm and clarify the learning needs that have been identified in the needs analysis
5
5
Instructional Systems Design (ISD) Model
CH-4
6
6
Assessment
Design
Implementation
Evaluation
SHRD Plan components
Executive summary
Introduction
Learning Design – your recommendations about learning activities
Take 1 key group and develop a plan to address the training needs
You identify the learning activities (HRD activities) that need to occur
You state the objectives of each activity
Implementation
Order of activities?
How long do you think is required for each activity? Total time to complete?
Resources required?
Evaluation
Approaches to evaluate outcomes of the interventions
How could we assess whether objectives have been met?
Conclusion
Reference List
7
7
SHRD Plan
Learning design
your recommendations on HRD activities (or programs)
The proposed HRD activities to address the needs you’ve identified
Appropriate
Well justified using relevant unit concepts & theories for your particular issue and SHRD
Design programs for 1 Group only.
8
8
SHRD Plan
Could use a table for each learning activity that you are recommending:
9Training Program or ActivitySHRD ObjectivesProgram ObjectivesMethod of DeliveryCoaching for PerformanceImprove the performance of staff.
Develop manager capability in performance management.Conduct one-on-one performance discussions.
Create development plans for staff.
Classroom based Course
9
SHRD Plan
Implementation
Can use a table to illustrate sequence of events
Then broadly discuss overall resource requirements
10Training/ActivityTarget dateParticipantsPlace/venueDurationCoaching for PerformanceNov 2016ManagersTBE2 days
10
SHRD Plan
Evaluation
Based on Kirkpatrick’s model, suggest most appropriate options
Explain why this evaluation step is an important part of overall HRD plan
How can QCU assess whether these recommendations have met the objectives?
Conclusion
References
11
11
Bringing the 3 pieces together
12
1. You present your overall plan (your recommendations). You identify 3 – 4 training activities for the group. You can present them all in one table. Then you explain why these training methods (the activities) are the most appropriate – what are the benefits of these?
2. Then you explain how the plan should ...
please read the attached file cearfully before telling me you can do.docxChereCheek752
please read the attached file cearfully before telling me you can do it.
I need a complete
power
point presentation (that incloud outlines and pictures) that pointing
3 main points
on the
topic
that is mentioned in the attached file + the speech for the slides that must be 5-7 min lon.
.
please read my post carefully.then place handshakei have the wor.docxChereCheek752
please read my post carefully.then place handshake
i have the work already but i want u do
introduction, background, and conclusion
for it.
and some changes on the paper that already written.
you just need to
add three pages on my paper
.
deadline 20-24 hours.
i attached my paper,
.
More Related Content
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Arts assessment 3000 words all together Assessment overview Th.docxfredharris32
Arts assessment 3000 words all together
Assessment overview
This assessment task requires you to create a unit of work that demonstrates your ability to understand and plan relevant activities for the Australian Curriculum: The Arts. The purpose of the folio task is to enable you to demonstrate your knowledge and skills of Arts education across the range of activities involved in teaching and learning in the primary classroom. The task also enables you to demonstrate your ability to both plan and assess across a unit of work, to support students’ learning and their creative and emotional development. This task should support you in further developing your skills in designing teaching strategies that take an inclusive and integrated approach to Arts education while also aligning with the Australian Curriculum.
Assessment details
This assessment task requires you to create a unit of work that provides opportunity for students to learn skills and art forms or techniques in at least 2 of the five Arts strands (Dance, Drama, Music, Visual Art and Media Arts) across a series of related lessons. Your unit must be designed for students in Grades 3 – 6. ( note choose 1 year group )
As part of the folio task you will need to compare and evaluate strategies and resources designed for Arts teaching, as well as generate evidence of your capacity to plan and assess units and lessons based on sound pedagogical principles that demonstrate your understanding of the Australian Curriculum: Arts (ACARA, 2015).
In determining a focus for your unit, you should choose a topic, theme, or pretext through which the learning experiences in the two or more Arts areas will connect and you can structure the unit and relevant assessment task. You should also look for ways to incorporate inclusive, integrated and/or holistic approaches into your teaching and assessment design. Refer to the holistic rubric for further information regarding the expected levels of integration of these concepts.
Your folio must include:
• Unit plan with unit overview, noting the objectives and aims of the unit, the background context - including year level and prior knowledge of students, the strands and elements from the Australian Curriculum: Arts that you are addressing, and a plan noting the lessons and topic breakdowns (e.g. a timeline overview of the unit). The unit plan should demonstrate how the lessons fit together as a whole and contribute to a students’ knowledge of a topic and meeting the overall objectives. The length of the unit should be 3 – 6 lessons,( I want 4 or 5 lesson) and demonstrate learning objectives and some form of assessment that students would be able to complete by the end of the unit. You may also wish to highlight any other descriptors and strands you are meeting (e.g. from other curriculum areas or cross-discipline objectives as relevant). The aims of the unit should highlight your beliefs regarding creative arts education, including pedagogical theories an ...
ELSE 6073 Educational Procedures for Moderate to Profound DisaMerrileeDelvalle969
ELSE 6073 Educational Procedures for Moderate to Profound Disabilities
Task Analysis – 100 pts.
Selecting teaching strategies and arranging educational environments
Graduate candidates will create 1 task analysis from the following skill selections: Functional Academic
Skill, Communication Skill, Interpersonal or Self-help Skill, based on measurable IEP Goals. Thus, a
complex skill can be taught by using chaining.
Chaining – is a way to teach a multi-step or complex skill. There are 3 types of chaining: Backward,
forward, and Total Task. (Watch 4 minute video: https://www.relias.com/resource/chaining-and-task-
analysis ). While often used as a component of ABA instruction, chaining can be used to teach individuals
with moderate/profound disabilities a complex skill. A complex skill is a skill that really consists of
several small behaviors that are linked or chained together, to accomplish a terminal goal. An example of
a skill consisting of several discrete behaviors is wiping a table.
Task Analysis – think of this as a basic GPS... Step-by-step directions to completing a skill. A task
analysis is typically created by completing the skill yourself or watching someone else complete the skill.
It’s important not to just write up a task analysis based on your memory. Even simple tasks, like making a
peanut butter and jelly sandwich, can have small important steps that you may inadvertently skip. If you
don’t teach the step, then you really can’t blame the student for not completing the step.
Chaining and task analysis are teaching procedures that help teach complex behaviors or sequences of
behaviors, such as
Academic Tasks
Social Skills
Self-help Skills
Interpersonal Skills
Design a detailed task analysis (TA) that includes at least the following components:
o Is aligned with the learning goal for which graduate candidate creates; making
sure performance is measurable. For those candidates who have their own
classroom, you may use a target student and use goals from his/her IEP.
o Allows for specific feedback from the teacher to the learner
o Measures the degree to which the learning goal has been achieved
o Provides sufficient information upon which to design subsequent, appropriate
instruction
Explain how the TA enables the learner to monitor his/her own learning progress.
Explain how the design of the TA can inform the levels or types of supports and challenge
the learner might need for subsequent instruction.
Instructional Sequence Assignment: Task Analysis and Chaining
List the instructional strategies and learning tasks you will use for each day of instruction
(You should create a chart designed to reflect the skill being taught) chart should include:
https://www.relias.com/resource/chaining-and-task-analysis
https://www.relias.com/resource/chaining-and-task-analysis
Graduate Candidate/Teacher name, Student learner name, goal/skill acquisition target,
materials needed, recording Key, Criterion, Teaching M ...
Community Teaching ExperienceStudents must submit this for.docxdonnajames55
Community Teaching Experience
Students must submit this form as part of the assignment submission.
Student Name:__________________
Course Section & Faculty Name:_____________________________
Date of Presentation:_____________
Provider Information
Provider Name :
Last
First
M.I.
Credentials:
Title:
(i.e., MS, RN, etc.)
Organization:
Phone Number:
E-mail Address:
Student Presentation Information
Type of Presentation:
FORMCHECKBOX
PowerPoint Presentation
FORMCHECKBOX
Pamphlet Presentation
FORMCHECKBOX
Audio Presentation
FORMCHECKBOX
Poster Presentation
D
Provider Acknowledgement
I __________________________acknowledge that ____________________________
(Provider Name)
(Student Name)
has requested approval to participate in a community teaching experience at the location listed on this form. The organization / agency does not endorse the university or the student however, the teaching plan developed by the student is considered appropriate and of benefit to the community of interest.
______________________________
_________________
Provider Signature
Date Signed
Assignment 1 (Part I)
Details:
Note: This is an individual assignment. Based on the feedback offered by the provider, identify the best approach for teaching. Prepare a presentation to accompany the teaching plan and present the information to your community. Select one of the following options for delivery of the presentation:
1. PowerPoint presentation – no more than 30 minutes
2. Pamphlet presentation – 1 to 2 pages
3. Poster presentation
Appropriate community settings include:
· Public health clinic
· Community health center
· Long-term care facility
· Transitional care facility
· Home health center
· University/School health center
· Church community
· Adult/Child care center
Before presenting information to the community, seek approval from an agency administrator or representative.
Upon receiving approval from the agency, include the "Community Teaching Experience Form" as part of your assignment submission.
(Part II)
Note: This is an individual assignment. In 1,500-2,000 words, describe the teaching experience and discuss your observations. The written portion of this assignment should include:
1. Summary of teaching plan
2. Epidemiological rationale for topic
3. Evaluation of teaching experience
4. Community response to teaching
5. Areas of strengths and areas of improvement
Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
Rubric
Community Teaching Plan: Teaching Experience Paper
1
Unsatisfactory
0.00%
2
Less than Satisfactory
75.00%
3
Satisfactory
83.00%
4
Good
94.00%
5
Excellent
100.00%
80.0 %Content
30.0 %Comprehensive Summary of Teaching.
Develop learning objectives for the training and development progr.docxcuddietheresa
Develop learning objectives for the training and development program.
Basic
Describes, but does not develop learning objectives for the training and development program.
Faculty comments:“
Your 'objective' are really job golas
Think of it this way:
After training what should the trainees know or be able to do?
For example - training to build a wooden picnic table'
After training trainees will know the 6 types of lumber they need to secure to build the table.
After training trainees will be able to demonstrate how to cut the proper angles to complete the leg assembly.
A specific objective of the training program must be measureable and must be something that is attained during the training program and not something that occurs at work after the program. For example in a safety training program after training employees may know the 4 places where hard hats are required to be worn. That is the training program objective - the work goal is fewer injuries due to not wearing a hard hat.
As a good guide most programs should have between 3-5 specific objectives
Print
Training Program Design Scoring Guide
CRITERIA
NON-PERFORMANCE
BASIC
PROFICIENT
DISTINGUISHED
Assess the strategic impact of the training topic on an organization.
Does not describe the strategic impact of the training topic on an organization.
Describes, but does not assess the strategic impact of the training topic on an organization.
Assesses the strategic impact of the training topic on an organization.
Analyzes the strategic impact of the training topic on an organization, using authentic organization examples.
Explain the selected training topic for the training and development program.
Does not identify the selected training topic for the training and development program.
Identifies, but does not explain the selected training topic for the training and development program.
Explains the selected training topic for the training and development program.
Articulates the selected training topic for the training and development program, including related subtopics.
Develop a training needs analysis for the topic.
Does not describe a training needs analysis for the topic.
Describes, but does not develop a training needs analysis for the topic.
Develops a training needs analysis for the topic.
Develops a training needs analysis for the topic, and illustrates using a sample survey, a questionnaire, a set of written interview questions, or an observation checklist.
Develop learning objectives for the training and development program.
Does not describe learning objectives for the training and development program.
Describes, but does not develop learning objectives for the training and development program.
Develops learning objectives for the training and development program.
Analyzes learning objectives for the training and development program, using research from scholarly literature.
Assess how a distance learning module enhances a trainee’s learning experienc ...
Targeted Essential LearningThe teacher manages the learning enviro.docxjonghollingberry
Targeted Essential Learning
The teacher manages the learning environment to actively and equitably engage learners by organizing, allocating, and coordinating the resources of time, space, and learners’ attention.
(InTASC 3)
Assessment Tool Selected
Portfolio: Personal Classroom Management Plan
Specific Performance/Task(s)
The student will exhibit effective classroom management skills through the creation of a personal comprehensive classroom management plan.
Relevancy of Task to Teacher Candidate
An effective classroom management plan is an indispensable tool in a teacher’s arsenal, contributing to his or her success as a teacher and, in turn, helping to promote students’ ability to learn in the classroom.
Assessment:
Portfolio created in Microsoft Word that focuses on
the group of students in your program of study. Consider all you have learned throughout this course and the interaction you have had with classmates and include the following:
Cover page
Table of Contents
Section title pages
1.
“My Philosophy of Classroom Management” – Write a 2-3-paragraph description of the culture you will promote in your classroom. Include broad expectations of the teacher and the students.
2.
“Classroom Procedures” –Include five from the “Procedures” assignment.
3.
“Rules, Consequences, and Reward System” – Include a rationale for your system.
4.
“Communication with Parents/Guardians” – Identify at least three ways you will communicate with parents and include a rationale for each.
5.
“Student Engagement Strategies” – Summarize three ways to keep your students engaged. Include drawings of classroom arrangements and how you would implement the drawings in your future classroom.
6.
“Professionalism” – Summarize ten ways of being professional with students, parents, co-workers, and administrators. Also, include your areas of strength, an area for improvement, and why professionalism is important.
While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
Scoring Rubric
Criteria
% Value
1: Unsatisfactory
2: Less Than Satisfactory
3: Satisfactory
4: Good
5: Excellent
% Scaling
0%
65%
75%
85%
100%
Content – 90%
Philosophy of Classroom Management
15%
Philosophy is not given.
Philosophy provides an unclear personal viewpoint of classroom management.
Philosophy provides basic personal viewpoint of classroom management.
Philosophy provides well-supported personal viewpoint of classroom management.
Philosophy provides well-supported and insightful personal viewpoint of classroom management.
Procedures
15%
Procedures are not given.
Procedures are incomplete, unclear, not age appropr.
Total Possible Score 10.00Justifies the Alignment of Lesson Pla.docxturveycharlyn
Total Possible Score: 10.00
Justifies the Alignment of Lesson Plan Learning Objectives, the Learning Activities, and Assessments; Justifies the Construction of the Unit as Building Knowledge From Students’ Prior Knowledge or Classroom Experience
Total: 2.50
Distinguished - Clearly justifies the alignment of lesson plan learning objectives, learning activities, and assessments; thoroughly justifies the construction of the unit as building knowledge from the prior knowledge or classroom experience. The justifications are supported with relevant and appropriate examples.
Proficient - Justifies the alignment of lesson plan learning objectives, learning activities, and assessments; justifies the construction of the unit as building knowledge from the prior knowledge or classroom experience. The justifications are supported with relevant and appropriate examples. Minor details are missing.
Basic - Minimally justifies the alignment of lesson plan learning objectives, learning activities, and assessments; partially justifies the construction of the unit as building knowledge from the prior knowledge or classroom experience. The justifications are somewhat supported with appropriate examples and/or relevant details are missing.
Below Expectations - Attempts to justify the alignment of lesson plan learning objectives, learning activities, and assessments and to justify the construction of the unit as building knowledge from the prior knowledge or classroom experience; however, the justifications are not supported, and appropriate examples and significant details are missing.
Non-Performance - The justification of the alignment of lesson plan learning objectives, learning activities, and assessments and the justification of the unit as building knowledge from the prior knowledge or classroom experience are either nonexistent or lack the components described in the assignment instructions.
Explains How the Work in the Lesson Plan Helps Students to Understand How Experts Use Important Content to Address Problems, How the Content Makes a Difference in the World, and Supports Them in Becoming Thinkers and Problem Solvers, Often Drawing on Methods and Practices of Experts
Total: 2.50
Distinguished - Thoroughly explains how the work in the lesson plan helps students to understand how experts use important content to address problems, how the content makes a difference in the world, and supports them in becoming thinkers and problem solvers, often drawing on methods and practices of experts. The explanations are supported by relevant and appropriate examples.
Proficient - Explains how the work in the lesson plan helps students to understand how experts use important content to address problems, how the content makes a difference in the world, and supports them in becoming thinkers and problem solvers, often drawing on methods and practices of experts. The explanations are supported by relevant and appropriate examples, but minor details are missing.
Basic - ...
SMALL GROUP LESSON 1
SMALL GROUP LESSON 2
Field Experience B: Small Group Lesson
Babita Mohabir
GCU
SEC 580
June 10, 2020
Small Group Lesson
I am highly satisfied with the lesson plan, particularly because it yielded the desired results proving that it was carefully crafted right from the beginning. My goal at the end of the lesson was to offer a good learning experience to the learners, and I achieved that. I was able to put into perspective all the factors which played a huge role in influencing the learning outcomes of the learners in the small group. I executed the lesson plan effectively. I engaged the learners and strengthened their understanding of the course content. By sharing the lesson plan with the learners through highlighting a visible agenda on the board about what they will be learning and doing during class time, I was able to keep them on track. I made a conscious effort to maintain eye contact in class, and this enhanced the involvement of the learners with the course content. I conveyed the content and instructions in a clear and specific manner so that the learners with poor listening comprehension were not left behind.
When attempting to put a point across in class, I ensured that my voice was loud enough and clear. This, coupled with the developed rules and regulations, enabled me to successfully maintain a degree of order and control in the class, and fully grasped the attention of the learners. Using relevant examples and analogies to demonstrate the mathematical concepts was successful as the learners were able to understand the topic more. I also succeeded in building a rapport with the learners thanks to the warm and friendly class atmosphere that I created. Additionally, I was successful in time management. I did not run out of time as all that I had planned to cover was completed within the stipulated timeline. Using a collaborative approach for teaching also succeeded in boosting involvement among all the learners. In regard to the improvements, apart from winding up the lesson by simply summarizing the main points learned, it would be a good idea to conclude by also previewing the next lesson. This means briefly striking a connection between the finished concept and the next coming concept. A combination of summarizing and previewing would spur the interest of the learners in the coming lesson and enable them to connect the various ideas within a much larger context.
The other improvement would have been establishing strategies to obtain learners’ feedback in order to gather insight into any shortcomings in my teaching technique. The lesson plan was effectively assessed since I had created several productive questions for each learning concept which I was to use to check for understa ...
SMALL GROUP LESSON 1
SMALL GROUP LESSON 2
Field Experience B: Small Group Lesson
Babita Mohabir
GCU
SEC 580
June 10, 2020
Small Group Lesson
I am highly satisfied with the lesson plan, particularly because it yielded the desired results proving that it was carefully crafted right from the beginning. My goal at the end of the lesson was to offer a good learning experience to the learners, and I achieved that. I was able to put into perspective all the factors which played a huge role in influencing the learning outcomes of the learners in the small group. I executed the lesson plan effectively. I engaged the learners and strengthened their understanding of the course content. By sharing the lesson plan with the learners through highlighting a visible agenda on the board about what they will be learning and doing during class time, I was able to keep them on track. I made a conscious effort to maintain eye contact in class, and this enhanced the involvement of the learners with the course content. I conveyed the content and instructions in a clear and specific manner so that the learners with poor listening comprehension were not left behind.
When attempting to put a point across in class, I ensured that my voice was loud enough and clear. This, coupled with the developed rules and regulations, enabled me to successfully maintain a degree of order and control in the class, and fully grasped the attention of the learners. Using relevant examples and analogies to demonstrate the mathematical concepts was successful as the learners were able to understand the topic more. I also succeeded in building a rapport with the learners thanks to the warm and friendly class atmosphere that I created. Additionally, I was successful in time management. I did not run out of time as all that I had planned to cover was completed within the stipulated timeline. Using a collaborative approach for teaching also succeeded in boosting involvement among all the learners. In regard to the improvements, apart from winding up the lesson by simply summarizing the main points learned, it would be a good idea to conclude by also previewing the next lesson. This means briefly striking a connection between the finished concept and the next coming concept. A combination of summarizing and previewing would spur the interest of the learners in the coming lesson and enable them to connect the various ideas within a much larger context.
The other improvement would have been establishing strategies to obtain learners’ feedback in order to gather insight into any shortcomings in my teaching technique. The lesson plan was effectively assessed since I had created several productive questions for each learning concept which I was to use to check for understa.
Description Total Possible Score 16.00Distinguished .docxcuddietheresa
Description:
Total Possible Score: 16.00
Distinguished - Develops a clear and concise introduction that includes future goals, position and learning environment intended
to work in, and the desired age level to work with.
Proficient - Develops an introduction that includes future goals, position and learning environment intended to work in, and the
desired age level to work with. The introduction is slightly unclear.
Basic - Develops a limited introduction that includes future goals, position and learning environment intended to work in, and the
desired age level to work with. The introduction is unclear.
Below Expectations - Attempts to develop an introduction; however, it does not include future goals, position or learning
environment intended to work in, or the desired age level to work with. The introduction is significantly unclear.
Non-Performance - The introduction is nonexistent or lacks the components described in the assignment instructions.
Distinguished - Intricately discusses how effective, on-going home and community partnerships can support early childhood
curriculum, learners’ development and the learning environment. The discussion is clearly supported with scholarly resources
such as theories, practices, strategies, and/or frameworks.
Proficient - Discusses how effective, on-going home and community partnerships can support early childhood curriculum,
learners’ development and the learning environment. The discussion is supported with scholarly resources such as theories,
practices, strategies, and/or frameworks, but is missing minor details.
Basic - Minimally discusses how effective, on-going home and community partnerships can support early childhood curriculum,
learners’ development, and the learning environment. The discussion is somewhat supported with scholarly resources such as
theories, practices, strategies, and/or frameworks and/or missing relevant details.
Below Expectations - Attempts to discuss how effective, on-going home and community partnerships can support early childhood
curriculum, learners’ development and the learning environment; however, the discussion is not supported with scholarly
resources such as theories, practices, strategies, and/or frameworks and is missing significant details.
Non-Performance - The discussion of how effective, on-going home and community partnerships can support early childhood
curriculum, learners’ development and the learning environment is either nonexistent or lacks the components described in the
assignment instructions.
Distinguished - Clearly articulates the communication and collaboration strategies that will be used and provides a
comprehensive rationale for why the suggested strategies are best for developing and maintaining partnerships. The explanation
is well supported by scholarly sources.
Proficient - Articulates the communication and collaboration strategies that will be used and provides rationale for why the
suggested strategi ...
Description Total Possible Score 16.00Distinguished .docxdonaldp2
Description:
Total Possible Score: 16.00
Distinguished - Develops a clear and concise introduction that includes future goals, position and learning environment intended
to work in, and the desired age level to work with.
Proficient - Develops an introduction that includes future goals, position and learning environment intended to work in, and the
desired age level to work with. The introduction is slightly unclear.
Basic - Develops a limited introduction that includes future goals, position and learning environment intended to work in, and the
desired age level to work with. The introduction is unclear.
Below Expectations - Attempts to develop an introduction; however, it does not include future goals, position or learning
environment intended to work in, or the desired age level to work with. The introduction is significantly unclear.
Non-Performance - The introduction is nonexistent or lacks the components described in the assignment instructions.
Distinguished - Intricately discusses how effective, on-going home and community partnerships can support early childhood
curriculum, learners’ development and the learning environment. The discussion is clearly supported with scholarly resources
such as theories, practices, strategies, and/or frameworks.
Proficient - Discusses how effective, on-going home and community partnerships can support early childhood curriculum,
learners’ development and the learning environment. The discussion is supported with scholarly resources such as theories,
practices, strategies, and/or frameworks, but is missing minor details.
Basic - Minimally discusses how effective, on-going home and community partnerships can support early childhood curriculum,
learners’ development, and the learning environment. The discussion is somewhat supported with scholarly resources such as
theories, practices, strategies, and/or frameworks and/or missing relevant details.
Below Expectations - Attempts to discuss how effective, on-going home and community partnerships can support early childhood
curriculum, learners’ development and the learning environment; however, the discussion is not supported with scholarly
resources such as theories, practices, strategies, and/or frameworks and is missing significant details.
Non-Performance - The discussion of how effective, on-going home and community partnerships can support early childhood
curriculum, learners’ development and the learning environment is either nonexistent or lacks the components described in the
assignment instructions.
Distinguished - Clearly articulates the communication and collaboration strategies that will be used and provides a
comprehensive rationale for why the suggested strategies are best for developing and maintaining partnerships. The explanation
is well supported by scholarly sources.
Proficient - Articulates the communication and collaboration strategies that will be used and provides rationale for why the
suggested strategi.
Description Total Possible Score 16.00Distinguished .docxcarolinef5
Description:
Total Possible Score: 16.00
Distinguished - Develops a clear and concise introduction that includes future goals, position and learning environment intended
to work in, and the desired age level to work with.
Proficient - Develops an introduction that includes future goals, position and learning environment intended to work in, and the
desired age level to work with. The introduction is slightly unclear.
Basic - Develops a limited introduction that includes future goals, position and learning environment intended to work in, and the
desired age level to work with. The introduction is unclear.
Below Expectations - Attempts to develop an introduction; however, it does not include future goals, position or learning
environment intended to work in, or the desired age level to work with. The introduction is significantly unclear.
Non-Performance - The introduction is nonexistent or lacks the components described in the assignment instructions.
Distinguished - Intricately discusses how effective, on-going home and community partnerships can support early childhood
curriculum, learners’ development and the learning environment. The discussion is clearly supported with scholarly resources
such as theories, practices, strategies, and/or frameworks.
Proficient - Discusses how effective, on-going home and community partnerships can support early childhood curriculum,
learners’ development and the learning environment. The discussion is supported with scholarly resources such as theories,
practices, strategies, and/or frameworks, but is missing minor details.
Basic - Minimally discusses how effective, on-going home and community partnerships can support early childhood curriculum,
learners’ development, and the learning environment. The discussion is somewhat supported with scholarly resources such as
theories, practices, strategies, and/or frameworks and/or missing relevant details.
Below Expectations - Attempts to discuss how effective, on-going home and community partnerships can support early childhood
curriculum, learners’ development and the learning environment; however, the discussion is not supported with scholarly
resources such as theories, practices, strategies, and/or frameworks and is missing significant details.
Non-Performance - The discussion of how effective, on-going home and community partnerships can support early childhood
curriculum, learners’ development and the learning environment is either nonexistent or lacks the components described in the
assignment instructions.
Distinguished - Clearly articulates the communication and collaboration strategies that will be used and provides a
comprehensive rationale for why the suggested strategies are best for developing and maintaining partnerships. The explanation
is well supported by scholarly sources.
Proficient - Articulates the communication and collaboration strategies that will be used and provides rationale for why the
suggested strategi.
APA style with 3 or more referencesResearch Theory in Homeland S.docxarmitageclaire49
APA style with 3 or more references
Research Theory in Homeland Security and Emergency Management
Emergency management, homeland security, and criminal justice are all fields that may be approached academically but certainly have a large practitioner’s base. This means that while some social scientists may be intently studying phenomena and behaviors occurring within professions related to these areas of expertise, many professionals in these lines of work may or may not have academic degrees related specifically to what they do each day. A third group,
practitioner scholars
, has combined an educational background with professional expertise and serves as a bridge between the two ends of the spectrum.
In your agency, the deputy uses old-fashioned techniques and does not necessarily embrace the idea that advanced degrees enhance an individual’s capabilities. However, a new chief has recently been appointed, and he believes education is tremendously valuable to crisis responders at any level. He also believes that theory and practice can be closely and successfully linked, even in daily operations.
You are considered a practitioner-scholar in your agency. Because of your remarkable education and demonstrated intellect, your manager has tasked you with drafting an information paper for your colleagues that explains how and why theory has a role in daily operations. You are informed you should also include arguments on the value of social science research and how such science can aid practitioners in performing their missions.
Primary Task Response:
Within the Discussion Board area,
write 400–600
words that respond to the following questions with your thoughts, ideas, and comments. This will be the foundation for future discussions by your classmates. Be substantive and clear, and use examples to reinforce your ideas:
In your own words, why do you think research theory has a daily role in the fields of homeland security and emergency management? Explain.
How valuable do you feel the use of social science research is to homeland security and emergency management practitioners? Explain.
Specifically, how do you think social science research can aid practitioners in performing their missions? Explain.
Why do you think some practitioners are resistant to seeking out higher education? Explain.
Should practitioners be required to obtain certain levels of education? Why or why not?
What homeland security or emergency management related research, if any, have you recently examined? Summarize.
Do you feel that the results of the research contain valuable data to the fields? Why or why not?
If you have not recently examined any homeland security or emergency management related research, what type(s) of research are you most interested in studying throughout this course? Why?
Project Criteria
Unacceptable
Minimal
Competent
Effective
Mastery
Subtotals
(15/75)
0 - 8 points:
9 - 10 points:
11 points:
12 - 13 points:
14 - 15 points:
0
Produce Mea.
Criteria Ratings Points
Content,
Focus, &
Organization
140 to >128.0 pts
Advanced
The Career Program
Proposal PowerPoint
Presentation fully meets
or exceeds the following
content requirements:
Introduction: • Student
clearly yet succinctly
articulates a description
of the program
speaking directly to
relevant stakeholders.
• Student provides a
detailed description of
the setting and
identifies a specific
target population within
the setting. Rationale:
• Student clearly and
succinctly describes the
rationale for this career
development program.
• Student cites and
describes at least 2
peer-reviewed articles
to support the rationale,
with 5 sources overall.
• Student specifically
describes how the
needs of the population
will be determined.
• Student clearly and
articulately
demonstrates the use of
career development
theory as a foundation
of this program.
Standards & Learning
Objectives: • Student
identifies 6 standards
(School Counseling
students will list 3
NCDA standards and 3
Mindset & Behavior
Standards). • Student
identifies 3 learning
objectives. • Learning
objectives are stated in
terms of what
participants will be able
128 to >117.0 pts
Proficient
The Career Program
Proposal PowerPoint
Presentation meets most
or some of the following
content requirements:
Introduction: • Student
provides a brief narrative
description of the
program speaking
generally to relevant
stakeholders. • Student
provides a partial
description of the setting,
and/or only identifies a
general target population
within the setting.
Rationale: • Student
generally describes the
rationale for this career
development program.
• Student cites and
describes at least 1
peer-reviewed article to
support the rationale but
does include at least 4
sources. • Student
generally describes how
the needs of the
population will be
determined. • Student
partially demonstrates
the use of career
development theory as
the foundation of this
program. Standards &
Learning Objectives:
• Student identifies 4
standards (School
Counseling students
have listed 2 NCDA
standards and 2 Mindset
& Behavior Standards).
• Student identifies 2
learning objectives.
• Learning objectives
are stated in general
terms that only
somewhat reflect what
participants will be able
117 to >0.0 pts
Developing
The Career Program
Proposal PowerPoint
Presentation partially or
inadequately meets the
following content
requirements:
Introduction: • Student
provides a narrative
description of the
program that is too brief,
too lengthy, or unclear in
content. • Student
provides a vague
description of the
setting, and/or does not
clearly identify a specific
target population within
the setting. Rationale:
• Student’s description
of the rationale for this
career development
program is unclear or
inarticulate. • Student
does not cite or describe
any p.
MGN431 Strategic HRDModule 2. Framework for HRDWeek 8. HRD DioneWang844
MGN431 Strategic HRD
Module 2. Framework for HRD
Week 8. HRD Needs Analysis Findings. Developing the SHRD Plan
1
1
Unit Map
You
Are
Here!
2
Module 2: Framework for HRD
Module 1:
Foundations of HRD
Module 3: Contemporary Issues in HRD
Workshop Overview
HRD Needs Analysis – QCU
Discuss findings & confirm needs analysis outcomes
Key business challenges
SHRD implications
Developing your HRD plan
Assignment 2 objectives
Approach
3
3
Needs Analysis Findings
4
4
Key business challenges
SHRD Implications
SHRD Needs Analysis
QCU Feedback
Our summary of the challenges/issues
Our analysis of the SHRD implications
Confirm and clarify the learning needs that have been identified in the needs analysis
5
5
Instructional Systems Design (ISD) Model
CH-4
6
6
Assessment
Design
Implementation
Evaluation
SHRD Plan components
Executive summary
Introduction
Learning Design – your recommendations about learning activities
Take 1 key group and develop a plan to address the training needs
You identify the learning activities (HRD activities) that need to occur
You state the objectives of each activity
Implementation
Order of activities?
How long do you think is required for each activity? Total time to complete?
Resources required?
Evaluation
Approaches to evaluate outcomes of the interventions
How could we assess whether objectives have been met?
Conclusion
Reference List
7
7
SHRD Plan
Learning design
your recommendations on HRD activities (or programs)
The proposed HRD activities to address the needs you’ve identified
Appropriate
Well justified using relevant unit concepts & theories for your particular issue and SHRD
Design programs for 1 Group only.
8
8
SHRD Plan
Could use a table for each learning activity that you are recommending:
9Training Program or ActivitySHRD ObjectivesProgram ObjectivesMethod of DeliveryCoaching for PerformanceImprove the performance of staff.
Develop manager capability in performance management.Conduct one-on-one performance discussions.
Create development plans for staff.
Classroom based Course
9
SHRD Plan
Implementation
Can use a table to illustrate sequence of events
Then broadly discuss overall resource requirements
10Training/ActivityTarget dateParticipantsPlace/venueDurationCoaching for PerformanceNov 2016ManagersTBE2 days
10
SHRD Plan
Evaluation
Based on Kirkpatrick’s model, suggest most appropriate options
Explain why this evaluation step is an important part of overall HRD plan
How can QCU assess whether these recommendations have met the objectives?
Conclusion
References
11
11
Bringing the 3 pieces together
12
1. You present your overall plan (your recommendations). You identify 3 – 4 training activities for the group. You can present them all in one table. Then you explain why these training methods (the activities) are the most appropriate – what are the benefits of these?
2. Then you explain how the plan should ...
Similar to Final Power Point There are clear pedagogical benefits to inco (20)
please read the attached file cearfully before telling me you can do.docxChereCheek752
please read the attached file cearfully before telling me you can do it.
I need a complete
power
point presentation (that incloud outlines and pictures) that pointing
3 main points
on the
topic
that is mentioned in the attached file + the speech for the slides that must be 5-7 min lon.
.
please read my post carefully.then place handshakei have the wor.docxChereCheek752
please read my post carefully.then place handshake
i have the work already but i want u do
introduction, background, and conclusion
for it.
and some changes on the paper that already written.
you just need to
add three pages on my paper
.
deadline 20-24 hours.
i attached my paper,
.
Please read the attachment.Please write a pure Essay Paper. Plea.docxChereCheek752
Please read the attachment.
Please write a pure Essay Paper. Please read the instructions. Then follow the grade sheet. Please fully understand both attachments. Also, the essay will be scanned before student upload it for a final grade. Please make sure error is free. And references are given with cited.
.
Please read first because this Assignment is for correction.Plea.docxChereCheek752
Please read first because this Assignment is for correction.
Please, read through the corrections before sending me messages. Because, if you don’t I will not response to your messages. Also, I will attached two more articles for whoever I choose to help me with this assignment. In addition, please, remove the introduction, and also attach a sample of a “Needs Assessment”
Topic Needs Assessment
Title: HIV among Young Men Who Have Sex with Men
Section 1: Background Information
All of this is opinion and needs to come out.
Sex is seemingly as old as the world is. However, sex among men, and especially young men having sex with men has not always been in the books of history. This is arguably one of the latest practices, although some sources have claims of sex among men after the antediluvian period. While sex has positive effects such as procreation, there are some negative effects which include contraction of deadly sexually transmitted diseases.
One such disease is HIV/AIDS.
HIV/AIDS is an acronym for
Human ImmunoDefiency Virus/ Acquired Immune Deficiency Syndrome
not capitalized
. Da
ta
from the Centers for Disease Control and Prevention (2015) sho
ws
that
while
over one million people aged above 13 years of age were living with the disease in the US by the year 2014
,
with
an average of 40,000 new infections are recorded each year (Centers for Disease Control and Prevention [CDC], 2015)
when you use the word while...it indicates as opposite statement coming..and that is not what this sentence did
. The high number of people who are ignorant about their HIV status
and
those who purposely choose to ignore it
has
continued to increase the risk levels for other uninfected people in the world, among them being young men who have sex with men
isn’t it possible that they are one of the above?
.
In this areas and/or introduction...you should be discussing morbidity, mortality,....you need to highlight incidence is higher in this group than in others
Introduction
The issue of young men having sex with other men has continued to be a thorny issue for a number of years, dividing the society between those who support this practice and those who oppose it. Supporters of young men having sex with other men argue that people have a right to decide their sexual orientation and preferences without undue pressure from external forces. However, those who oppose this practice argue that it emanated from social decay and as such should not be supported. One common point of agreement between these two camps is that the practice of young men having sex with men is risk and has the capability to cause grave danger to these men.
opinion
Although sex even among heterosexual could turn out to be risk and a cause of contraction of dangerous sexually transmitted diseases and infections, the risk of contraction of such health complications is doubly higher among young men who have sex with other men.
There are several reasons that c.
Please read below, and write esaay.I need 3 pages.Overvi.docxChereCheek752
Please read below, and write esaay.
I need 3 pages.
Overview
Many people are unaware of just how much they use media. It is important for us to have an awareness of the various types of media that inundate our culture and the degree to which we use those media. This is a component of media literacy.
Instructions
For this assignment, you will keep 3 days of media logs and then write a reflective essay. Please keep a daily journal that records your media use for three days. Track you use of all of the following (even if you don't use something, please make a note of that). Keep track of the time periods when you use it and what you are using it for.
Computer—online
Computer--offline
TV
Newspapers/Magazines
Radio
Stereo/CD
Books
Telephone
Other
For each day, keep a detailed record of how much time you spend using each different medium, and the purpose of the media use (e.g., talking to parents, playing music while studying, recreational TV, etc.) Keep daily logs; you may turn in your "Media Logs" as a list, a table, in columns or in whatever format you choose.
In addition to the 3 days of logs, please write a reflective essay (about 2-4 pages, double spaced) that comments on what you learned about your media use by doing this assignment. For the essay, you may want to think about: what did you learn? did anything surprise you? did you notice any patterns in your media use? has your media use changed? why do you use some forms of media more or less? what role do you think media plays in most people's lives?...)
By Sunday at 11:59 pm PST, please submit:
the 3 days of media logs, AND
your essay
.
Please Read Before RespondingI need assistance with a .docxChereCheek752
***Please Read Before Responding***
I need assistance with a well thought out, well written AWP essay the Essay must use evidence (concrete details from the story) to support your answer. Five paragraphs.
http://www.ciaranhinds.eu/pdf/crucible3.pdf
.
Please provide response to the below post. Topic #1) You are an .docxChereCheek752
Please provide response to the below post.
Topic #1) You are an administrator for the Contoso Corporation and you are responsible for multiple Hyper-V hosts. Often, the developers need to create virtual machines so that they can test their applications. Describe the steps you should take so that developers can create and manage their own machines yet not have direct access to the Hyper-V hosts.
Topic #2) You are an administrator for the Contoso Corporation, which has approximately 400 servers running Windows Server 2012 R2, 50 servers running Windows Server 2012, and 200 servers running Windows Server 2008 R2. You also have several virtual machines running Windows 7 and Windows 8/8.1 and you have approximately 15 domain controllers. From time to time, you field requests in which you need to specify when a user has logged in and when a user has accessed confidential documents. Describe how to handle such requests.
.
Please provide an annotation for the two articles attached AND ide.docxChereCheek752
Please provide an annotation for the two articles attached AND identify three common themes in both articles.
Note the purpose of the article, the participants/subject of the study, the conclusions drawn by the author(s), and the validity of the conclusions. Evaluate the article: is it a credible source? Describe the credibility of the author – are there any biases? How well did the author support his or her assertions? Did they provide an adequate literature review? Were there any limitations?
Due tomorrow, 02/07/2017 at noon.
Note the purpose of the article, the participants/subject of the study, the conclusions drawn by the author(s), and the validity of the conclusions. Evaluate the article: is it a credible source? Describe the credibility of the author – are there any biases? How well did the author support his or her assertions? Did they provide an adequate literature review? Were there any limitations?
.
Please provide a statement that addresses your reasons for transferr.docxChereCheek752
Please provide a statement that addresses your reasons for transferring and the objectives you hope to achieve. You can type directly into the box, or you can paste text from another source. (250-650 words). I'm a Bachelor Student, who wants to transfer to another university, so they need this essay.
.
Please provide a brief response to the following questions1) How .docxChereCheek752
Please provide a brief response to the following questions:
1) How did Dr. Herskovits' discoveries about African people and their cultural practices support Dr. Woodson's beliefs about African history and the effect of Eurocentric thinking on distorting the culture, history, knowledge, and understanding of people of African descent?
2) According to Dr. Cheikh Anta Diop, which people are responsible for Egyptian culture and civilization; how does he support this claim and why is this Afrocentric perspective so controversial?
.
PLEASE NOTE OF SOURCESMATERIALS ALSO INCLUDED---USE THEMT.docxChereCheek752
PLEASE NOTE OF SOURCES/MATERIALS ALSO INCLUDED---USE THEM
TWO ASSIGNMENTS
TWO ASSIGNMENTS
TWO ASSIGNMENTS
TWO ASSIGNMENTS
TWO ASSIGNMENTS
TWO ASSIGNMENTS
.
Please note that the following vignettes represent samples of the ty.docxChereCheek752
Please note that the following vignettes represent samples of the types of questions you will be asked to respond to on the comprehensive exam. You will NOT receive these questions on the comprehensive exam; they are for study purposes only. Vignette Please compose a well-written and organized essay in response to each of the following questions. When writing your essays, please 1.Use APA (6th edition) Style, with 1-inch margins, double-spaced, 12 font, with a reference list at the end. 2.Write clearly and concisely. 3.Cite appropriate, and especially current, literature (empirical and/or theoretical). 4.Avoid all sexist idioms and allusions. 5.Remember to demonstrate your multicultural competence where appropriate. Vignette: Utilize this scenario for all of your responses A 42-year-old African American woman was brought to the emergency room by police officers for evaluation prior to going to jail to await disposition. She reported that she had been shopping when "something happened." She said that she had no recollection of events between the time she entered the store and an hour later, when she was arrested for shoplifting in a nearby department store with a considerable amount of stolen property on her person. She protested her innocence and became so agitated, belligerent, and profane that the arresting officers took her to the hospital for evaluation. At the hospital she reported that two years previously she had been arrested for shoplifting and had had amnesia for the act. The charges against her were then dropped because she explained that both the shoplifting and the amnesia resulted from her forgetting to eat after taking her insulin. Of note, her blood-sugar level on testing in the emergency room was elevated. The patient calmed down appearing asymptomatic after the evaluation and was transferred to jail pending a preliminary hearing. When she learned that her release was planned for the next day and that the charges against her would not be dropped, she became extremely agitated, angry, and abusive to the officers. Shortly thereafter, she complained of a headache and said she had no recollection of her abusive behavior. Later that evening she accosted an officer angrily. When the officer responded and addressed the patient by name, "Naomi," the patient said that her name was "Oprah" and that she would not allow herself to be called "Naomi," whom she described as a "wimp and a loser." "Oprah’s" voice and movement were somewhat different from those of "Naomi." She claimed that she had done the shoplifting and stepped back so that "Naomi" could be caught and humiliated, and that if she had wanted to, she could have evaded detection easily. She was returned to the ER and subsequently admitted to the inpatient psychiatric unit for observation. For the next two days, the patient had many apparent switches of personality, accompanied by conspicuous changes in dress, makeup, and demeanor. On several occasions "Oprah" was disrupti.
Please no plagiarism. I have attached an example to go by. The popul.docxChereCheek752
Please no plagiarism. I have attached an example to go by. The population I chose and currently work with are incarcerated juveniles, so at-risk youth.
Boundary Issues
It may not be possible or reasonable for counselors to always avoid dual relationships with clients. For example, counselors who live and work in small rural communities may attend the same religious institutions as their clients, or use the same libraries, doctors, or other services. In these multiple-relationship situations, counselors would not be in violation of ethical standards if they took reasonable steps to protect their objectivity and efficacy, and to avoid possibilities of exploitation or harm.
Counselors and supervisors usually consider dual relationships on a continuum of risk. As you work through the notion of dual relationships, you should consider the relationship with your client and the context of the situation. It is also important to consider the impact of dual roles on the power dynamics of the therapeutic relationship. For example, clients, students, and supervisees have less experience, knowledge, and power compared with licensed counselors and supervisors. Consequently, they are less likely to recognize inappropriate boundary crossings or to express their concerns about these crossings. It is your responsibility as an ethical practitioner to monitor and ensure appropriate boundaries across all related counseling situations.
For this Discussion, review the
Clinical Mental Health Counseling: Boundary Issues
media and consider the population that you are interested in working with as a professional counselor. Then, review the Learning Resources for this week and explore potential boundary issues you may encounter while working with this population. Reflect on potential benefit or harm related to boundary crossing. Finally, consider potential consultants who might be able to address any boundary issues.
Post by Day 3
a brief description of the population you selected. Then, explain any potential boundary issues you anticipate may be challenging in working with this population and explain why. Explain the potential benefit or harm associated with boundary crossing with this population. Finally, explain who you might consult with to address this boundary issue and why.
Be sure to use the Learning Resources and the current literature to support your response.
Respond by Day 5
and expand on your colleague’s posting by providing an alternate perspective on how you would work with your colleague’s selected population. Provide potential boundary crossing challenges that your colleague did not discuss and offer potential solutions for addressing these challenges.
Required Resources
Note:
To access this week's required library resources, please click on the link to the Course Readings List, found in the
Course Materials
section of your Syllabus.
Readings
Herlihy, B., & Corey, G. (2015).
ACA ethical standards casebook
(7th ed.). Alexandria, VA: American Cou.
PLEASE NO PLAGIARIZE!! Have 10 hours to fullfil this work. 1page or .docxChereCheek752
PLEASE NO PLAGIARIZE!! Have 10 hours to fullfil this work. 1page or few paragraphs.
-- Women have a long history of being considered inferior to men. However, during the middle to the late 20th century, the women’s rights movement began to improve the plight of women in Western society by granting them access to societal positions previously held only by men.
-- Some people claim that women have finally achieved equality with men in the 21st century; others are not convinced.
-- How will you describe the status of equality between men and women in contemporary Western culture?
-- Do you see any major areas where women are still discriminated against on a large scale? If so, give at least two examples. If not, rationalize your views.
.
Please Paraphrase the following into a more scholarly toneI f.docxChereCheek752
Please Paraphrase the following into a more scholarly tone:"
"I feel like after reading these excerpts I feel like the first answer clarified what exactly Gus Casely-Hayford was really trying to figure out about Ethiopian history. It was clear that he was trying to figure out its history, however, it was difficult to put the pieces together and pinpoint things that could lead to it's past. I don't think it was a specific sentence it was really just how they answered it that helped me put it together.
A sentence in another paragraph that clarified what the answer was at number two when it said "After this, Ethiopia switched to Christianity, which has a direct link with the history of the kingdom. The Patriarch claims that the Ark of the Covenant was brought to Ethiopia". It clarifies what the patriarch really meant when he said that they had accepted the old testament.
These excerpts can help when I am doing homework because they can be used as a structure when answering questions for my future homework. In my next homework, I will aim to have more references and actually pinpoint what the answer is because I feel like I do not fully answer the question I only answer it partially. So I can turn in something rather than nothing. It is sometimes difficult to understand the main idea or interpret what some people are saying in the documentaries. The readings, however, are easier to understand.
.
Please only respond if you are familiar with raspberry piIam loo.docxChereCheek752
Please only respond if you are familiar with raspberry pi
Iam looking to send Binary data over the GPIO pins. I need to use one of the input and output pin to send binary data on the output.
If you are very familiar with Raspberry pi please message me.
THank you
.
Please note this is 2 ASSIGNMENTS ......Please only orginial work on.docxChereCheek752
Please note this is 2 ASSIGNMENTS ......Please only orginial work only and please follow the instruction provided
Assignment 1: Week 3 COURSE PROJECT
Week 3: Create the Database
Create the database and associated tables in your database environment.
Assignment 2: Week 3 ILAB
iLab 3: Database Creation and Table Manipulation
.
PLEASE NEED TWO RESPONSES TWO HUNDRED WORDS EACHDistinguish b.docxChereCheek752
PLEASE NEED TWO RESPONSES TWO HUNDRED WORDS EACH:
Distinguish between various factions/denominations within Christianity (Catholic/Protestant/Orthodox/etc) and their impact on mainstream (dominant) expression of how Christianity is viewed by those on the "outside."
Consider the viewpoints we saw represented in
Once I Was a Beehive.
How does it differ or compare to popular or mainstream faith as you know it? Of course, it is one interpretation of faith in Jesus and how it impacts daily life (and during troubling times, as seen in the film).
For example, if I walked into one church, I might find folks picking up and handling snakes, singing rather loudly and outwardly in their expressions of worship. If I went to the congregation next door the following Sunday, I might find a church that barely whispered, used no music at all, and perhaps simply followed a monotone lecture/sermon style delivered over the course of an hour, or two, or three! Both representing the same organism/religion...
Please respond with no less than 200 words, and respond to at least one of your classmate's post.
.
Please no plagiarism and make sure you are able to access all resour.docxChereCheek752
Please no plagiarism and make sure you are able to access all resource on your own before you bid. I need this completed by 10/21/17 at 12pm.
Application:
Applying Theoretical Interventions for Clients Experiencing Life Transition and Developmental Issues, Part II
Marriage, couple, and family counselors have varying caseloads. What they all have in common is that their group of clients—whether large or small—represents the variety of human experience. Even those counselors with a specific clinical focus see variety in the ways in which specific issues manifest in different relationships. Part of the goal of your counseling program is to expose you to varying scenarios so that when you are faced with differing client situations, you will have the evidence-based research knowledge, flexibility, analytical skills, and theory-integration practice to know the best course of action to take with a particular couple or family.
To prepare for this Application Assignment, select and view one movie from the list provided in this week’s Learning Resources. Begin to conceptualize the couple's or family’s problem through your theoretical orientation and identify interventions that you might use. Finally, begin to locate articles in the Walden Library that could be used to justify the interventions you selected.
The assignment (2–3 pages)
Identify the movie you selected and the life transition/developmental issue present in the couple/family.
Conceptualize the couple's/family's problem through your chosen theoretical orientation.
Describe two interventions you would use to address these couple/family issues and how you would use them. (
Note
: The interventions may not emerge from your chosen theoretical orientation.)
Justify the intervention you selected with two evidence-based research articles.
Support your Application Assignment with specific references to all resources used in its preparation. You are asked to provide a reference list for all resources, including those in the Learning Resources for this course.
Submit your assignment by
Day 7
.
Learning Resources
Required Resources
Media
Please select, obtain, and view one of the following movies to use with this week’s Application Assignment:
Please note:
These films are
not
available through Walden Library. Contact your instructor if you are unable to obtain a copy independently.
Movie: Rydell, M. (Director). (1981).
On golden pond
[Motion picture]. [With K. Hepburn, H. Fonda, & J. Fonda]. United States: IPC Films.
Movie: Demme, J. (Director). (2008).
Rachel getting married
[Motion picture]. [With A. Hathaway, R. DeWitt, & D. Winger]. United States: Sony Pictures Classics.
Movie: Redford, R. (Director). (1980).
Ordinary people
[Motion picture]. [With A. Sutherland, M. Tyler Moore, & J. Hirsch]. United States: Paramount Pictures.
Readings
Article: Haggan, P. S. (1998). Counseling adult children of aging parents.
Educational Gerontology
,
24
(4), 333. Ret.
Please need two posts of 200 words each. Discuss the ways in whi.docxChereCheek752
Please need two posts of 200 words each.
Discuss the ways in which Confucianism can or may weave into our everyday lives, given what you've read and watched/reviewed. Consider the ways you saw Confucianism as a religion and/or as a philosophy displayed in the film
Confucius
, focusing on the themes of bravery, self-sacrifice, respect, and loyalty. As you've been reading through the text, you'll find multiple arguments suggesting that Confucianism is less religion, more philosophy. What are your thoughts? Use examples from the film and text to support your conclusions.
.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Francesca Gottschalk - How can education support child empowerment.pptx
Final Power Point There are clear pedagogical benefits to inco
1. Final Power Point
There are clear pedagogical benefits to incorporating active
learning strategies in nursing education. The nursing educator
of today is being challenged to adapt their teaching styles in
order to meet the needs of a diverse population of students. For
this assignment, you will create a PowerPoint™ (Microsoft
Office) or Impress® (Open Office) presentation that addresses
the following points:
• Develop a lesson plan on a topic of your choice that would be
taught in a prelicensure nursing program (e.g. infection control,
oxygenation, or a fundamental skill)
• Develop 3 objectives for the lesson plan using the cognitive,
affective, and psychomotor domains of learning (there should be
one objective for each domain)
• Identify three active learning strategies to engage the
student/learner that can be utilized with the content to promote
a deeper understanding of the material
• Discuss how the active learning strategies chosen support
instruction and student learning
• Analyze how the chosen active learning strategies can be used
as summative and formative assessments of learning
• Discuss the importance of academic accreditation of a nursing
program. Who are the major accreditation bodies for Nursing?
What is the role of the nurse educator in assisting their
academic department in preparation for the academic
accreditation review?
This PowerPoint™ (Microsoft Office) or Impress® (Open
Office) presentation should be a minimum of 24 slides,
including a title, introduction, conclusion and reference slide,
with detailed speaker notes and recorded audio comments for all
content slides. Use at least four (4) scholarly sources and make
certain to review the module’s Signature Assignment Rubric
before starting your presentation. This presentation is worth 400
2. points for quality content and presentation.
Requirement Rubric
This table lists criteria and criteria group names in the first
column. The first row lists level names and includes scores if
the rubric uses a numeric scoring method. You can give
feedback on each criterion by tabbing to the add feedback
buttons in the table.Criteria
Does Not Meet Expectations
Approaches Expectations
Meets Expectations
Exceeds Expectations
Criterion Score
Identification and Appraisal Weight: 30%
0 points
(0-83 pts.)
A lesson plan has not been presented.
No objectives for the lesson plan were presented.
Less than three active learning strategies have been provided.
The strategies presented do not align with the lesson plan.
Fewer than 2 scholarly sources reviewed and appraised for
application to the assignment.
84 points
(84-95 pts.)
The lesson plan was identified.
Less than three objectives for the lesson plan were provided.
Less than three active learning strategies have been provided.
Minimum of 2 scholarly sources reviewed and appraised for
application to the assignment.
96 points
(96-108 pts.)
The lesson plan was identified.
Three objectives for the lesson plan were provided; however,
they are not inclusive of all domains of learning.
Three active learning strategies have been identified; however,
the strategies chosen may not effectively align with the lesson
plan.
3. Minimum of 3 scholarly sources reviewed and appraised for
application to the assignment.
120 points
(109-120 pts.)
The lesson plan was clearly identified.
Three objectives for the lesson plan were provided.
Three active learning strategies to be used with the lesson are
identified.
Minimum of 4 scholarly sources reviewed and appraised for
application to the assignment.
Score of Identification and Appraisal Weight: 30%,/
120Criterion score has been overridden
Plan appropriate interdisciplinary interventions for addressing
priorities, challenges, and issues Weight: 40%
0 points
(0-111 pts.)
Fewer than three active learning strategies are identified and
introduced. The active learning strategies selected do not align
with the lesson plan.
No information is presented on how the active learning
strategies support the learning needs of a diverse student
population.
There is no discussion on how active learning strategies can be
used as formative and summative assessments of learning.
There is no discussion on the role of the educator as an
organizational leader and change agent
112 points
(112-127 pts.)
Fewer than three active learning strategies are identified and
introduced; however, the active learning strategies selected do
align with the lesson plan presented.
Minimal information is presented on how the active learning
strategies support the learning needs of a diverse student
population.
The analysis on how the selected learning strategies can be used
as formative and summative assessments of learning is not fully
4. developed.
Minimal discussion is provided on the role of the educator as
organizational leader and change agent.
128 points
(128-144 pts.)
All active learning strategies identified are introduced and align
with the lesson plan presented; however, the presentation does
not clearly address the learning needs or learning styles of a
diverse population of students.
Provides an analysis of how active learning strategies can be
used as formative and summative assessment of learning.
The role of the educator as an organizational leader and change
agent is presented; however, a plan for implementing active
learning strategies not clearly defined.
160 points
(145-160 pts.)
All active learning strategies identified are discussed in great
detail and align with learning styles of a diverse population of
students.
Active learning strategies chosen support instruction and
student learning based on the lesson plan presented.
Provides a detailed analysis of how the active learning
strategies selected can be used as formative and summative
assessment of learning for the lesson plan presented.
The role of educator as an organizational leader and change
agent is detailed.
Score of Plan appropriate interdisciplinary interventions for
addressing priorities, challenges, and issues Weight: 40%,/
160Criterion score has been overridden
Quality of Written and Verbal Communication Weight: 15%
0 points
(0-41 pts.)
Style and voice inappropriate or do not address given audience,
purpose, etc. Word choice is excessively redundant, clichéd,
and unspecific. Inconsistent tone, inflection, volume, and
pausing. For example, use of fillers (such as um and uh) are
5. pervasive enough that they impede communication of meaning.
42 points
(42-47 pts.)
Style and voice are somewhat appropriate to given audience and
purpose. Tone, inflection, volume, and pausing detract from the
presentation. Word choice is often unspecific, generic,
redundant, and clichéd. Inconsistencies in language, sentence
structure, and/or word choice are present. Use of fillers (such as
um and uh) distract the audience from the presentation.
48 points
(48-54 pts.)
Style and voice are appropriate to the given audience and
purpose. Tone, inflection, volume, and pausing are
appropriately placed and add meaning to the presentation.
Fillers (such as um and uh) do not distract from the
presentation. Word choice is specific and purposeful, and
somewhat varied throughout. Minimal mechanical or
typographical errors are present but are not overly distracting to
the reader. Correct sentence structure and audience-appropriate
language are used.
60 points
(55-60 pts.)
Style and voice are not only appropriate to the given audience
and purpose, but also show originality and creativity. Tone and
inflection emphasize material and add meaning to the
presentation. Word choice is specific, purposeful, dynamic, and
varied. No fillers (such as um or uh) used. Appropriate volume
and pausing add interest. Speaker is clearly in command of
standard, academic English.
Score of Quality of Written and Verbal Communication Weight:
15%,/ 60Criterion score has been overridden
Technical Weight: 15%
0 points
(0-41 pts.)
Presentation not submitted in visual and audio presentation
format. Does not include required multimedia, graphics,
6. diagrams, and/or illustrations or they are irrelevant to topic or
detract from slide content or presentation as a whole. APA
format and style are not evident throughout the presentation.
42 points
(42-47 pts.)
Presentation submitted in visual but no audio or presenter notes
presentation format. Required multimedia, graphics, diagrams,
and/or illustrations are generally relevant, but some may not
appropriately support the slide content. There are missing APA
elements, or some are incorrectly formatted throughout the
presentation.
48 points
(48-54 pts.)
Presentation submitted in visual but no audio presentation
format. Required multimedia, graphics, diagrams, and/or
illustrations are highly relevant and acceptably support the slide
content; sized and positioned appropriately. Reference slide and
other in-text citations are formatted mostly correct using APA
elements.
60 points
(55-60 pts.)
Presentation submitted in visual and audio presentation format.
Required multimedia, graphics, diagrams, and/or illustrations
add clarity and sophistication to the presentation content; they
improve the effectiveness of the presentation. Reference slide
and other in-text citations are formatted correctly using APA
elements.
Final P
ower Poin
t
7. There are clear pedagogical benefits to incorporating active
learning
strategies in nursing education. The nursing educator of today is
being
challenged to adapt their teaching styles in order to meet the
needs of a
diverse population of students. For this
assignment, you will create a
PowerPoint™ (Microsoft Office) or Impress® (Open Office)
presentation that
addresses the following points:
• Develop a lesson plan on a topic of your choice that would be
taught in a
prelicensure nursing program (e.g. infecti
on control, oxygenation, or a
fundamental skill)
• Develop 3 objectives for the lesson plan using the cognitive,
affective, and
psychomotor domains of learning (there should be one objective
for each
domain)
• Identify three active learning strategies to e
ngage the student/learner that
can be utilized with the content to promote a deeper
understanding of the
material
• Discuss how the active learning strategies chosen support
instruction and
student learning
• Analyze how the chosen active learning strategi
8. es can be used as
summative and formative assessments of learning
• Discuss the importance of academic accreditation of a nursing
program.
Who are the major accreditation bodies for Nursing? What is the
role of the
nurse educator in assisting their academi
c department in preparation for the
academic accreditation review?
This PowerPoint™ (Microsoft Office) or Impress® (Open
Office) presentation
should be a minimum of 24 slides,
including a title, introduction,
conclusion
and reference slide, with detailed speaker notes and recorded
audio comments for all content slides. Use at least four (4)
scholarly sources
and make certain to review the module’s Signature Assignment
Rubric before
starting your presentation. This presen
tation is worth 400 points for quality
content and presentation.
Final Power Point
There are clear pedagogical benefits to incorporating active
learning
strategies in nursing education. The nursing educator of today is
being
challenged to adapt their teaching styles in order to meet the
needs of a
diverse population of students. For this assignment, you will
create a
9. PowerPoint™ (Microsoft Office) or Impress® (Open Office)
presentation that
addresses the following points:
• Develop a lesson plan on a topic of your choice that would be
taught in a
prelicensure nursing program (e.g. infection control,
oxygenation, or a
fundamental skill)
• Develop 3 objectives for the lesson plan using the cognitive,
affective, and
psychomotor domains of learning (there should be one objective
for each
domain)
• Identify three active learning strategies to engage the
student/learner that
can be utilized with the content to promote a deeper
understanding of the
material
• Discuss how the active learning strategies chosen support
instruction and
student learning
• Analyze how the chosen active learning strategies can be used
as
summative and formative assessments of learning
• Discuss the importance of academic accreditation of a nursing
program.
Who are the major accreditation bodies for Nursing? What is the
role of the
nurse educator in assisting their academic department in
preparation for the
academic accreditation review?
This PowerPoint™ (Microsoft Office) or Impress® (Open
Office) presentation
should be a minimum of 24 slides, including a title,
introduction,
conclusion and reference slide, with detailed speaker notes and
10. recorded
audio comments for all content slides. Use at least four (4)
scholarly sources
and make certain to review the module’s Signature Assignment
Rubric before
starting your presentation. This presentation is worth 400 points
for quality
content and presentation.
There are clear pedagogical benefits to incorporating active
learning strategies in nursing education. The nursing educator
of today is being challenged to adapt their teaching styles in
order to meet the needs of a diverse population of students. For
this assignment, you will create a PowerPoint™ (Microsoft
Office) or Impress® (Open Office) presentation that addresses
the following points:
• Develop a lesson plan on a topic of your choice that would be
taught in a prelicensure nursing program (e.g. infection control,
oxygenation, or a fundamental skill)
• Develop 3 objectives for the lesson plan using the cognitive,
affective, and psychomotor domains of learning (there should be
one objective for each domain)
• Identify three active learning strategies to engage the
student/learner that can be utilized with the content to promote
a deeper understanding of the material
• Discuss how the active learning strategies chosen support
instruction and student learning
• Analyze how the chosen active learning strategies can be used
as summative and formative assessments of learning
• Discuss the importance of academic accreditation of a nursing
program. Who are the major accreditation bodies for Nursing?
What is the role of the nurse educator in assisting their
academic department in preparation for the academic
accreditation review?
This PowerPoint™ (Microsoft Office) or Impress® (Open
Office) presentation should be a minimum of 24 slides,
11. including a title, introduction, conclusion and reference slide,
with detailed speaker notes and recorded audio comments for all
content slides. Use at least four (4) scholarly sources and make
certain to review the module’s Signature Assignment Rubric
before starting your presentation. This presentation is worth 400
points for quality content and presentation.
There are clear pedagogical benefits to incorporating active
learning
strategies in nursing education. The nursing educator
of today is being
challenged to adapt their teaching styles in order to meet the
needs of a
diverse population of students. For this assignment, you will
create a
PowerPoint™ (Microsoft Office) or Impress® (Open Office)
presentation that
addresses the foll
owing points:
• Develop a lesson plan on a topic of your choice that would be
taught in a
prelicensure nursing program (e.g. infection control,
oxygenation, or a
fundamental skill
)
• Develop 3 objectives for the lesson plan using the cognitive,
affective,
and
psychomotor domains of learning (there should be one objective
for each
domain
12. )
• Identify three active learning strategies to engage the
student/learner that
can be utilized with the content to promote a deeper
understanding of the
materia
l
• Discuss
how the active learning strategies chosen support instruction
and
student learnin
g
• Analyze how the chosen active learning strategies can be used
as
summative and formative assessments of learnin
g
• Discuss the importance of academic accreditation of a nu
rsing program.
Who are the major accreditation bodies for Nursing? What is the
role of the
nurse educator in assisting their academic department in
preparation for the
academic accreditation review?
This PowerPoint™ (Microsoft Office) or Impress® (Open Off
ice) presentation
should be a minimum of 24 slides,
including a title, introduction,
conclusion
and reference slide, with detailed speaker notes and recorded
audio comments for all content slides. Use at least four (4)
13. scholarly sources
and make certain to
review the module’s Signature Assignment Rubric before
starting your presentation. This presentation is worth 400 points
for quality
content and presentation.
There are clear pedagogical benefits to incorporating active
learning
strategies in nursing education. The nursing educator of today is
being
challenged to adapt their teaching styles in order to meet the
needs of a
diverse population of students. For this assignment, you will
create a
PowerPoint™ (Microsoft Office) or Impress® (Open Office)
presentation that
addresses the following points:
• Develop a lesson plan on a topic of your choice that would be
taught in a
prelicensure nursing program (e.g. infection control,
oxygenation, or a
fundamental skill)
• Develop 3 objectives for the lesson plan using the cognitive,
affective, and
psychomotor domains of learning (there should be one objective
for each
domain)
• Identify three active learning strategies to engage the
student/learner that
can be utilized with the content to promote a deeper
understanding of the
14. material
• Discuss how the active learning strategies chosen support
instruction and
student learning
• Analyze how the chosen active learning strategies can be used
as
summative and formative assessments of learning
• Discuss the importance of academic accreditation of a nursing
program.
Who are the major accreditation bodies for Nursing? What is the
role of the
nurse educator in assisting their academic department in
preparation for the
academic accreditation review?
This PowerPoint™ (Microsoft Office) or Impress® (Open
Office) presentation
should be a minimum of 24 slides, including a title,
introduction,
conclusion and reference slide, with detailed speaker notes and
recorded
audio comments for all content slides. Use at least four (4)
scholarly sources
and make certain to review the module’s Signature Assignment
Rubric before
starting your presentation. This presentation is worth 400 points
for quality
content and presentation.