Bachelor of Early Childhood Education a Degree Program
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages
Bachelor of Early Childhood Education a Degree Program
1.12 slides on higher education
- 500 words on Faculty Conference Planning Committee
Sharing resources and knowledge is an expected practice for instructors in higher education. Being able to present best practices with new faculty is key in sharing ways to increase student engagement and to discover new ways to facilitate classroom discussions.
Imagine you are part of the Faculty Conference Planning Committee for your content area at your higher education institution. You have been asked to prepare a break-out session for instructors new to your content area discussing student interaction and classroom facilitation. In a 500–750-word outline for your break-out session, explain the following:
At least two research-based instructional strategies for teaching adult learners in your content area.
At least two research-based best practices to facilitate classroom discussions in both the online and traditional higher education settings.
At least two research-based differentiation strategies appropriate for adult learners.
At least two research-based instructional methods effective for both online and traditional higher education classrooms. Explain in what circumstances each method would be appropriate in your content area.
Course outcomes and summative assessments are generally determined early in the instructional planning process and reflect what the students need to know and be able to do at the completion of a course. This instructional planning process that keeps the end in mind is called Universal Design or Backward Design.
For this assignment, begin to design a course using the “Course Design Template.” Select a content area you anticipate teaching and choose a course to develop within the content area. You will develop assessments and strategies that will be appropriate for either a traditional or an online course. You will only complete a portion of the “Course Design Template” this week and continue to add to it in future topics.
Complete only the following sections of the template this week:
Course title and description. (You may use a course description from the GCU Academic Catalog or from another college or university.)
Create three measurable learning outcomes for the course that align with the course description.
Create six topics of instruction and write appropriate topic titles. Ensure the topics are in a logical sequence to create flow throughout the course.
Create 2-3 measurable, specific learning objectives for each topic that align to the course learning outcomes.
Describe a summative assessment of course outcomes to be implemented near the end of your course.
Please respond to faith with 150 words regarding Decision making on the Moon
- 5 gallons of water
2.Two 100 lb. oxygen tanks
- Food concentrates
- Receiver transmitter
- Signal Flares
- First Aid Kit
- Portable heating unit
- Box of matches
- Parachute silk
- Dehydrated Milk
- Life raft
- Stellar Map
For my first most important item that I think would be a necessity on this ship is simply having water because in order to continue to do things and work to figure things out you need to stay alive by being hydrated. Along with that I put the oxygen tanks because if stuff was damaged due to the landing who knows how long the good air could still last.
For my last one I decided the nylons would be the least important because I am not really sure what it can be used for, and it seems there were many other important items to choose from. From putting all this information together, I think this could be an example of an unprogrammed decision which is mentioned in the PowerPoint slide, because this takes a lot of thinking and consideration to what is really important.
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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