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After reviewing Module 6: Lecture Materials & Resources, explain
approaches to c
After reviewing Module 6: Lecture Materials & Resources, explain approaches to community
intervention and evaluation. Implement a teaching and evaluation plan.Choose one topic
from the prevention strategies and intervention recommendations identified in Module 4
Assignment. (Please see uploaded Mod 4 Assign)Develop a teaching plan, including
objective, content outline, teaching method, and time in a table format found in slide 3 of the
Template Download Template. (Please see uploaded template).Develop an evaluation plan
for your teaching intervention and create a tool for feedback from your learners. Be sure to
include the questionnaire and any other teaching tools within the powerpoint presentation
for faculty analysis.Implement the teaching plan and evaluation during Visit 5 of your
clinical experience.Summarize the outcomes of your teaching plan and evaluation based on
the results from the questionnaires.(POWERPOINT)Submission Instructions:The paper is to
be clear and concise and students will lose points for improper grammar, punctuation and
misspelling.The paper is to be 1-2 pages in length, excluding the title, abstract and
references page.Incorporate a minimum of 5 current (published within the last five years)
scholarly journal articles or primary legal sources (statutes, court opinions) within your
work. Journal articles and books should be referenced according to APA style.Your paper
should be formatted per APA and references should be current (published within last five
years) scholarly journal articles or primary legal sources (statutes, court opinions)

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Using the information attached you will be creating a Action Research Proposal, which will be created and shared in the form of a formal presentation in PowerPoint, including detailed speaker notes for each content slide. The purpose of the final project is for you to culminate the learning achieved in the course by demonstrating the ability to effectively present an Action Research Proposal. As you create the presentation, imagine that you are given approximately ten minutes to present this information to your fellow teachers in your school during a staff development day, to your school board to solicit support for their ideas, or to your managers as part of your organization’s continuous improvement program. Your goals are to gain approval to conduct this study and implement your proposed innovation or intervention in your place of work. To create your presentation, use your current, updated action research plan outline that was originally submitted during Week Four. Additionally, you may want to use your mock presentation from Week Five as well as the feedback acquired from your classmates in the discussion forum to build an improved, more complete presentation for a wider, more important audience. Content The assignment needs to include the following areas of content. Presentation – Design (6.5 points): Create a presentation that is professionally designed in 15 to 20 slides, including title and references slides, and has no more than seven bullet points per slide and no more than seven words per point. You must use images to add value to the slide content and high-contrast colors for readability and include detailed speaker notes for each content slide. Presentation – Content (12 points): In addition to a title and references slide, the presentation must include the following twelve areas: Area of Focus, Explanation of Problem, Variables, including defined factors, contexts, including recognition of diverse learners, and variables of the proposed study, Research Questions, which are answerable given your expertise, time, and resources, Locus of Control, Intervention/Innovation, which is a succinct description of the proposed action to address the identified issue/area of focus, Group Membership, including the identified importance, role, and responsibility of each member, Negotiations, including potential obstacles (e.g., permissions established), Ethics, including a statement of how you address the potential ethical challenges, Timeline, which is the anticipated schedule for each phase of the intervention, Statement of Resources, which is a list of what is needed to enact the proposed plan, and Data Collection, including whether the proposed data collection techniques are justified and whether you are proposing appropriate data collection techniques to answer the study’s research questions (chart from Week Three may be used here). Written Communication The assignment needs to adhere to the following areas for written communication..

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Assignment 1 is the first part of a five-part project to plan the various elements of a program evaluation for education. Select a program target from your school district, workplace, (e.g., business training program) or your university (where you are a student). For you to gain the most from the assignment, you should select a program that you are interested in, would like to see evaluated, and are able to obtain information about. (Possible programs include: student assessment, teacher assessment, pay for student achievement, new teacher or employee training, online classrooms, anti-bullying, gender equity for girls in math and science, school to work, retention of at-risk students, and schools of choice (charter schools), etc.). As you develop the entire plan, gather information, and receive feedback from your professor (or others), you should revise and refine each part of the project. Think of your professor as your project evaluator and supervisor who will help guide you so that you produce an outstanding, well-developed evaluation plan for the stakeholders. Write a three to four (3-4) page paper in which you: Describe three (3) elements of a worthy object for program evaluation - its type, the department administrating it, and target population. Describe the program's history, primary purpose(s), and / or expected outcomes. Explain three (3) reasons for selecting the program (e.g., program's value or lack of it, issues surrounding it, age, relevance, cost, impact on students, etc.). Discuss three (3) advantages of evaluating the program at this time. Discuss two (2) major constraints in conducting an evaluation on this program and a method of addressing them. Use at least three (3) peer-reviewed academic resources in this assignment. Note: Wikipedia and many Websites do not qualify as academic resources. Peer-reviewed academic resources refer to articles and scholarly journals that are reviewed by a panel of experts or peers in the field. Review the video titled Research Starter: Finding Peer-Reviewed References for more information on obtaining peer-reviewed academic resources through your Blackboard course shell. Format your assignment according to the following formatting requirements: Typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides. Include a cover page containing the title of the assignment, the student's name, the professor's name, the course title, and the date. The cover page is not included in the required page length. Include a reference page. Citations and references must follow APA format. The reference page is not included in the required page length. The specific course learning outcomes associated with this assignment are: Explore the need for evaluating school programs. Develop a program evaluation plan for education. Write clearly and concisely about education program evaluation using proper writing mechanics. Use technology and information resources to research issues .

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To help you explore ways of developing more powerful learning experiences for your students, I suggest some ideas for each of three components of active learning: Rich Learning Experience, In-Depth Reflective Dialogue, and Information and Ideas. Rich Learning Experiences. As you try to add an experiential component to the learning experience, look for “Rich Learning Experiences.” Certain learning experiences are “rich” because they allow students to acquire several kinds of significant learning simultaneously. What are some ways this can be done? The list below identifies in-class and out-of-class activities that promote multiple kinds of significant learning—all at the same time. In Class: • Debates • Role playing • Simulations • Dramatizations Outside of Class: • Service learning • Situational observations • Authentic projects Action: Identify some learning activities to add to your course that will give students a “Doing” or “Observing” Experience. What “Rich Learning Experiences” are appropriate for your course? In-Depth Reflective Dialogue. Another important ingredient of active learning is giving students time and encouragement to reflect on the meaning of their learning experience. There are various forms of reflective dialogue (See Table 3, next page). One can reflect with oneself (as in writing in a journal or diary) or with others (as in engaging in discussions with a teacher or others). Another key distinction is between substantive writing, in which one writes about a subject (e.g., a typical term paper), and reflective writing, in which one writes about one’s own learning. In reflective writing, students address a different set of questions, such as: What am I learning? What is the value of what I am learning? How am I learning? What else do I need to learn? Information and Ideas. In order to free up some class time for the experiential and reflective activities identified above, you will probably need to explore alternative ways of introducing students to the key information and ideas of the course, i.e., the content. This might involve having them do more reading before they come to class. Or it may mean creating a course-specific website where you put content-related material. Or you can direct students to go to selected websites that have good content related to the course. Action: Other than lectures, what ways can you identify to cause students to get their initial exposure to subject matter and ideas (preferably outside of class)? Step 5. Integration In this INITIAL DESIGN PHASE (Steps 1-4), you have created strong primary components for the design of your course. In order to complete this initial phase, you need to check how well these four components are aligned. Step 5 Worksheet gives a detailed explanation of how these four components can be integrated with each other. Step 5: Integrating Steps 1-4 1. Situational Factors • Assuming you have done a careful, thorough job of reviewing the situational factors, how wel ...

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