How you plan to adapt your teaching to meet individual learning needs of various students.

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Select
one class period from your course syllabus (COURSE SYLLABUS ATTACHED) and develop a teaching plan
for your chosen class. Following the assignment guidelines below.
Assignment Guidelines
Your
teaching plan should serve as a road map of what you think students
need to learn as well as how you will effectively deliver your
instruction and evaluate what the students learned during the class
period. While
there are many formats for a teaching plan, the following sections
should be included in your plan:
The subject or topic that you plan to teach:
Your topic should be selected from one of the class periods listed in
your syllabus that you developed for an undergraduate nursing course.
Level of instruction:
The placement of the course in the nursing program curriculum (i.e.,
freshman, junior, sophomore, senior; beginning, mid-program, or
end-of-program level)
Method/mode of delivering your teaching presentation: Form of audio-visual delivery, PowerPoint presentation, or similar method
Learning objectives:
Include 4–5 outcome statements that define what you expect the students
to learn or accomplish by the end of the class period. Your learning
objectives should be clear and measurable, and appropriate to the
information you are teaching, and the level of instruction.
Content outline: Develop an outline of the central points and/or skills you plan to cover. Your content should be logically structured.
Teaching strategies and learning activities:
List the approach, techniques, and methods you will use to drive your
instruction and engage your students to reach the learning objectives
(e.g., lecture, active learning, discussions). Provide a rationale
supporting your selected teaching strategies, as well as their
advantages and disadvantages.
Plans for individual learning differences:
How you plan to adapt your teaching to meet individual learning needs
of various students. Explain how individuals with different learning
styles will be supported by your teaching strategies and activities.
Evaluation process:
List the methods you plan to use to assess student learning and
evaluate the effectiveness of your teaching strategies (how you will
determine if students met the outcome objectives).
Include formative (questioning, discussion, games, etc.) and summative (assignment, test, presentation, etc.) evaluation strategies.
Include
at least one written assignment and develop a rubric that clearly
describes your expectations for the assignment. Your rubric should:
List the criteria that will be assessed (a breakdown of the assignment parts).
Include
some type of scale that measures the levels of quality for the criteria
being assessed (e.g., from excellent to poor, from exceeds expectations
to does not meet expectations.
PLEASE ALSO INCLUDE THE RUBRIC FOR THE CHOSEN ASSIGNMENT!
Rubric:
Criteria
Ratings
Pts
This criterion is linked to a Learning Outcome
Teaching Overview
6.25
to >4.94 pts
Accomplished
Topic, course level, and method/mode of delivery are identified.
4.94
to >3.69 pts
Emerging
One of the following are absent: topic, course level, or method/mode of delivery.
3.69
to >0 pts
Unsatisfactory
Two or more of the following are absent: topic, course level, or method/mode of delivery.
6.25 pts
This criterion is linked to a Learning Outcome
Learning Objectives
12.5
to >9.88 pts
Accomplished
4+ outcome statements defining student expectations are included and appropriate for the teaching plan.
9.88
to >7.38 pts
Emerging
3+ outcome statements defining student expectations are included. Some may be inappropriate for the teaching plan.
7.38
to >0 pts
Unsatisfactory
0–2 outcome statements defining student expectations are included. Some or all may be inappropriate for the teaching plan.
12.5 pts
This criterion is linked to a Learning Outcome
Content Outline, Teaching Strategies, & Learning Activities
37.5
to >29.63 pts
Accomplished
Teaching
plan outline includes central points and/or skills to be covered that
are appropriate for the teaching plan. Techniques selected meet the
needs of the teaching plan. Rationale for selected strategies, including
advantages and disadvantages of the selected strategy as it relates to
the teaching plan, is included.
29.63
to >22.13 pts
Emerging
Teaching
plan outline includes some central points and/or skills to be covered
that are mostly appropriate for the teaching plan. Techniques selected
somewhat meet the needs of the teaching plan. Rationale for selected
strategies, including advantages and disadvantages of the selected
strategy as it relates to the teaching plan, is included but may be
lacking some details.
22.13
to >0 pts
Unsatisfactory
Teaching
plan outline includes some central points and/or skills to be covered,
but these are mostly inappropriate for the teaching plan or all together
absent. Techniques selected do not meet the needs of the teaching plan.
Rationale for selected strategies, including advantages and
disadvantages of the selected strategy as it relates to the teaching
plan, is absent or not clearly explained.
37.5 pts
This criterion is linked to a Learning Outcome
Plan for Multiple Learning Styles
18.75
to >14.81 pts
Accomplished
A
plan for how your teaching will adapt to multiple learning styles as
well as an explanation on how individuals with different learning styles
will be supported by this plan is included and appropriate.
14.81
to >11.06 pts
Emerging
A
plan for how your teaching will adapt to multiple learning styles as
well as an explanation on how individuals with different learning styles
will be supported by this plan is included, but may be somewhat
inappropriate or not fully explained.
11.06
to >0 pts
Unsatisfactory
A
plan for how your teaching will adapt to multiple learning styles as
well as an explanation on how individuals with different learning styles
will be supported by this plan is absent or gravely inappropriate.
18.75 pts
This criterion is linked to a Learning Outcome
Evaluation Process
37.5
to >29.63 pts
Accomplished
Evaluation
plan is included and contains both formative and summative assessments.
One written assignment with directions is included
29.63
to >22.13 pts
Emerging
Evaluation
plan is included but may not include both formative and summative
assessments. One written assignment with directions is included, but
directions may be somewhat unclear or inappropriate.
22.13
to >0 pts
Unsatisfactory
Evaluation
plan is either absent or missing a formative or summative assessments.
One written assignment with directions is included, but directions may
be somewhat unclear or inappropriate.
37.5 pts
This criterion is linked to a Learning Outcome
Rubric
12.5
to >9.88 pts
Accomplished
One
fully developed rubric is included and is suitable for the assignment
developed; includes an appropriate scale for measure of level of
quality.
9.88
to >7.38 pts
Emerging
One
moderately developed rubric is included and is somewhat suitable for
the assignment developed; includes a partially appropriate scale for
measure of level of quality.
7.38
to >0 pts
Unsatisfactory
Rubric is either absent or severely lacking; scale for measure of level of quality is either absent or grossly inappropriate.
12.5 pts
Total Points:
125

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