Question.1740 - Assignment InstructionsOne of the very first questions is always--"do I need to know this" or "will this be on the test" or "how important is this"???? However, we would neverask these questions because we are adult learners and want to learn everything! Right?Just in case you ever get asked these or similar questions, or because it is the right thing to do, a specific grading criteria must be listed in the T/LP(Syllabus) and provided to each student at the beginning of the course. This would be a good time to review the grading plan for this course, it islisted under Grading Criteria which is located in the Syllabus. Our grading procedure and scale tell you exactly what is important, how much weighteach items is given, and how many points it takes to achieve certain grades. In our courses, we do not use a norm-referenced curve; the groups aretoo small, not heterogeneous enough, and most importantly we do not agree with the use philosophically. Philosophy toward teaching is reallyimportant. Of course, now is not the activity for that discussion; however, your philosophy toward learning is reflected in your T/LP.Most schools or school districts or community colleges have a general grading policy and even a specific scale in some cases. Still, there is room forchange within your course. The categories and items within each may vary by occupational area or discipline and certainly by student objectives.You may have some of these broad categories:skills masteryattitudes or valuesknowledgeWithin these categories may be:observationschecklistspracticereal world workuse of equipmentquizzesexamshomeworkin-class activitiesprojectssimulationsother types of assessment.IMPORTANT! Both the type and weight of assessment is dependent upon student objectives. Students and employers will notice if your objectivesare predominately skill based and your assessment is strictly examinations. For this aspect of the activity, you will be asked to develop a broad planfor grading your course, even if all the details are not there yet.Grading RubricThis activity is worth 160 points or 16% or your course grade.The following components are required in the final product--the Teaching/Learning Plan for this activity:GENERAL COURSE INFORMATION including:LEARNERSLEARNING ENVIRONMENTSTUDENT PERFORMANCE COMPETENCIES (written in SWBAT format)GRADING FORMATREFERENCESFor this activity I have designed a specific format for completion. Please follow the format or the activity will be returned and not graded. You maywant to copy & paste this format into your word processing file for use as an outline.This is an individual activity. You may discuss general aspects of the topic with any members of this class in the Activity 2 Discussion Area, and thencomplete the activity as an individual. This activity is to be posted in the Discussion Area entitled "Activity 2" by the due date listed in the Schedule.Check the grading rubric for this assignment. There is a link to the rubric in the Activity 2 Discussion area.FormatUsing a word processing program copy & paste the headings into an outline. Use this list CAPITALIZED just as below:GENERAL COURSE INFORMATION27/10/2023, 15:03ECT 3365 Module 2 Instructions & Rubric: ECT3365-23Fall 0W61https://webcourses.ucf.edu/courses/1437353/pages/ect-3365-module-2-instructions-and-rubric?module_item_id=171462782/3LEARNERSLEARNING ENVIRONMENT (not the same as physical setting described in Act. 1)STUDENT PERFORMANCE COMPETENCIES (written in SWBAT format)GRADING FORMATREFERENCESUnder each heading begin typing the requested information. Use only these headings--capitalized, no bold or italics or underline. Use spacingbetween each HEADING. This really is important in all activities.GENERAL COURSE INFORMATION (10 points)Using the course selected from Florida Department of Education Frameworks or using a "course" list from your training site, select one course(Activity 1).Copy and paste (unless you really want to retype) the following information:Course titleDescription (or some type of overview)Credits (if listed as such) or length in hoursYou cited this in your first assignment so make sure to copy and paste the in-text citation also and don't forget to put it on your referencepage.LEARNERS (20 points)You explored this in Activity 1. You may use some of the websites listed in the lecture as a start and then do your own research to find thecharacteristics of the students who would likely take your course. Use what you wrote in Activity 1 and any knowledge you have about the learners.Then validate or clarify characteristics by completing a modest Web search. Instead of using Google, use the UCF library tools link on the left handside of this screen. Find a resource there. The more you know about your learners the better. Therefore, this section requires some researching onyour part--take it seriously. Use the resources like Ask a Librarian on the UCF library page. Take the tutorial if you don't already know how to do alibrary search. Again, NO GOOGLE SEARCHES. This is scholarly work you are doing. (at least 300 words in length). No additional headings orsubheadings-please.LEARNING ENVIRONMENT (30 points)In Activity 1, you described the physical setting of your "course." This section is not about the physical setting; it is about the learning environmentthat you will create to assure that the students are able to succeed in your class. How will the learners be supported? How will you address thedifferent learning styles that your students have. What will you do to address the needs of visual learners, auditory learners, kinesthetic learners?(http://faculty.clintoncc.suny.edu/faculty/learningstyles/learningstyles.html) How will you address cultural differences, age differences, learningdisabilities, physical disabilities. Explain in at least 300 words.STUDENT PERFORMANCE COMPETENCIES (40 points)What skills do you want the students to be able to perform after taking your class? You began writing about this in Activity 1. Now that you havelearned more about the psychomotor, affective and cognitive domains, take what you wrote in Activity 1 and compose the objectives that would beincluded in your T/LP or syllabus for the "course." Look at the competencies listed on the FLDOE site for the "course" you have selected; use theseas a guide. Be sure to reference the site. You will note that some statements are not in the complete format as was explained earlier. All of yourobjectives should be written in the proper SWBAT format and be observable and measurable.Write your objectives in SWBAT format (student will be able to...) . Click here for examples of how to write objectives(http://www.educationoasis.com/curriculum/LP/LP_resources/lesson_objectives.htm) . Again, objectives should be observable and measurable. If I saythe student will know how to correctly align a widget, can I really measure whether or not they "know"? Perhaps it would be better to say the studentwill be able to demonstrate the proper alignment of a widget. I can measure (or assess) their demonstration by watching them do the alignment.Watch the video below to find more about writing measurable objectives.GRADING FORMAT (30 points)27/10/2023, 15:03ECT 3365 Module 2 Instructions & Rubric: ECT3365-23Fall 0W61https://webcourses.ucf.edu/courses/1437353/pages/ect-3365-module-2-instructions-and-rubric?module_item_id=171462783/3What grading scale will you use? List the components which should be, or are, included in the course grade. Also, differentiate the weighting bycomponent. Again, describe and list all that should be included in the assessment. These are not usually found in the DOE lists.REFERENCES (10 points)If you didn't write it, cite it! If you are not the original author of something that appears in this paper, you must provide a full APA style citation forthe source. Simply providing a web link is NOT enough. A complete citation includes: last name of author, first initial. (year of publication). Title ofarticle or Web site - URL address. APA format is required. APA Formatting explained.(http://owl.english.purdue.edu/owl/section/2/10/) This is awonderful resource for help with formatting APA references. http://citationmachine.net/index2.php?start=&reqstyleid=2&newstyle=2(http://citationmachine.net/index2.php?start=&reqstyleid=2&newstyle=2)I must be able to find your sources. (if I copy it into the library search tool, it should pop right up) Please include a complete citationto receive all of the points for references.***Here's a little secret that I will share with you. When you use the UCF Library Tools to find an article, your references will beprovided to you in the listing. Your scholarly life will take on new and magical dimensions when you learn how to use all the toolsavailable to you through the UCF Library...and it is all FREE!APA 7: REQUIRED for assignments: Cover page, page numbers, double space, 12 pt font, paragraphs indented, in-text citationswith a stand alone Reference page with properly formatted references. Make sure your headers are in caps please. Do not cite meand do not include directions or word count on your paper please. (10 points)Peer Reply - one peer reply (everyone should have a peer reply) 75 words of thoughtful work please. (10 Points)Discussions do not need a reference or in-text citation however if you do use one - make sure to cite and reference.Posting the completed activityFor all assignments in this class, you will upload your submissions on the Assignment Page (next page).
Answer Below:
Teaching xxxxxxxx PlanGENERAL xxxxxx INFORMATIONThe xxxx that xxx been xxxxxxxx from xxxxx mentioned xx the xxxxxxx Department xx Education xxxxxxxxxx Framework xx Career xxx Technical xxxxxxxxx The xxxxxx title xx Continuing xxxxxxxxx Education xxx its xxxx is xxxxxx Preparatory xxx career xxxxxxx that xxxx program xxxxxxx to xx Workforce xxxxxxxxx The xxxxx level xxxxx into xxxxxxxxxxxxx is xxx length xx this xxxxxxx is xxxxxxxx hours xxx has xxx been xxxxxxxxx in xxx Curriculum xxxxxxxxx because xx varies xxxxx on xxxxxxx defined xxxxxxxx requirements xxx course x purpose xx to xxxxxxx students xxxx instructions xxx it xxxx not xxxx to xxx provision xx a xxxxxxxxxx certificate xxxxxxxxx in xxxxxxx degree xxxxxxx or xxxxxxxxx in xxxxxxx science xxxxxx Therefore xxxx the xxxxxxx of xxx course xxxxxx based xx the xxxxxxx and xxxxxxxx needs xxxx program xxxx offers xxxxxxxxx skill xxxxxxxxxxx along xxxx applied xxxxxxxx based xx individual xxxxxxxxxxxx Thus xxxxxxx this xxxxxxx students xxxx be xxxx to xxxx academic xxxxxxxxx problem-solving xxxxxxx employability xxxxxxxxxxxxxxxxxxxxx technical xxx higher-order xxxxxxxxx skills xx will xxxx contribute xx the xxxx attitudes xxx insights xx the xxxxxxxx regarding xxx aspects xx the xxxxxx cluster xxxxxxx Department xx Education xxxxxxxxxxx students xxx would xxxxxx take xxx course xx Continuing xxxxxxxxx Education xxx those xxx are xxxxxxxx Career xxx Technical xxxxxxxxx and xxxx to xxxxxxx proficiency xx related xxxxxx Since xxxx program xx a xxxxxxx sequence xx instructions xxxxxxxxxxx with xxxxxxxx requirements xxxxx only xx eligible xx pursue xxxx course xxxxxx personnel xxxxxx the xxxxxxxxxxx of xxxxxxxxx training xxx certificate xx license xxxxxxx can xxxxxxx from xxxx program xxxxxxxxxxx whose xxxxxxxxxx are xxx or xxxxxxxxx can xxxx benefit xxxx this xxxxxxx Those xxxxxxxxx who xxxx to xx retrained xx specific xxxxxx to xxxxxxx their xxxxxxxxxxxx as xxxx as xxxxxxxxxx can xxxx join xxxx course xxxxx who xxx willing xx enhance xxxxx occupational xxxxxx so xxxx they xxx either xxxxxxxxxxx upgrade xx maintain xxxxx employment xxx also xx potential xxxxxxxx of xxxx course xxx instance xxxxxxxxx who xxxx middle-level xxxxxx to xxxxxxx efficiently xx fields xxxx as xxxxxxxx manufacturing xxxxxxxx technology xxx nursing xxx pursue xxxx course xxxxx with xxxxxxxxxxxxx technical xxxxxxxxx Florida xxxxxxxxxx of xxxxxxxxx Petree xxxxxxx it xxx been xxxxxx by xxxxxx that xxx Career xxx Technical xxxxxxxxx CTE xxxxxxx specializes xxxx in xxxxxx preparation xxxxxx technologies xxxxxxx trades xxx applied xxxxxxx Therefore xx times xxxx program xx considered xxxxxxxxxx education xxxxx individuals xxx want xx acquire xxxxxxxxxx training xx education xxx be xxxxxxxxx students xx the xxxxxxxxx course xxxxxxxxxxxx of xxxx aspect xxxx program xx found xx offer xxxxxxxxxxxxxxx as xxxx as xxxxxxxx opportunities xx other xxxxxxx and xxxxxxxxxxxxxx can xx incorporated xxxx as xxxxxxxxxx industry xxxxxxxxxxxxx and xxxxxxxxxx courses xxxx as xxxxxxxxxx Workforce xxxxxxxxx programs xxxxxx n x Petree xxxxxxxx further xxxxxxxxx that xxxx the xxxxxxxxxx needs xx the xxxxxxxxx in xxx modern xxxxxxx appropriate xxxxxxxxxxxxx education xxx been xxxxx to xx highly xxxxxxxxxx This xx mainly xxxxxxx individuals xxxx to xxxxxxx for xxxxxxxxxxxx high-demand xxx high-wage xxxxxxxxxxx by xxxxxxxxx the xxxxxxxx skills xxxxx can xx attained xxxxxxx this xxxxxxx However xxxxxxxxxxx having xxxxx characteristics xxx needs xxxxxxx equal xxxxxx to xxxxxxxxx CTE xxxxxxxx so xxxx the xxxxxx faced xx the xxxxx can xx addressed xx efficiently xx possible xxxxxxxx For xxxx the xxxxxxxxxxxx of xxxxxxxxx colleges xxx been xxxxx to xx immense xxx only xx creating xxx also xx delivering xxx programs xxxx indicates xxxx the xxxxxxxx can xx supported xx the xxxxxxxxx provided xx these xxxxxxxx Nevertheless xx is xxxxxxxxx to xxxxx the xxxxxxxx with xxx latest xxxxxx demands xx that xxx students xxx acquire xxx required xxxxxx Atwell xx al xxxxxxxx ENVIRONMENTIt xxx been xxxxxxxx through xxx course xxxx strategic xxxxxxxx approaches xxx incorporated xx that xxxxxxxx can xx equipped xxxx proficiency xxxxx on xxxxx individual xxxxxxxxxxxxx preferences xxxx it xxx be xxxxxxxx that xx individualized xxxxxxxx environment xxx been xxxxxxxx to xx created xx that xxxxxxxx can xxxxxxx in xxx class xxxxxxx preference xxxx be xxxxx to xxxxxxxxx specific xx well xx individualized xxxxxxxxxxxx to xxxxxxxx so xxxx their xxxxxxxx skill xxx competency xxxxxxxxxxxx will xx fulfilled xx the xxx of xxx course xxxx indicates xxxx the xxxxx support xxxxx to xx provided xx the xxxxxxx members xxx the xxxxxxxxxxxx availing xxxxx programs xxxxxxx the xxxxxxxx also xxxx to xx supported xx community xxxxxxxx as xxxxx are xxx institutions xxxx provide xxxxxxxxx CTE xxxxxxxx that xxxxxx with xxx legal xx well xx industry xxxxxxxxx They xxxx need xx provide xxxxxxxx supporting xxxxxxxxx that xxx guide xxxxxxxx toward xxxxxxxxx success xx the xxxxx However xx can xx challenging xxx these xxxxxxx to xxxxxx with xxx individual xxxxxxxxxxxx Therefore xxxxxxxx having xxxxxxxxx learning xxxxxx will xx identified xxx then xxxxxxxxxx into xxxxxxxxxx groups xx that xxxx group xxxxxx similar xxxxxxxx styles xxx be xxxxxxx at x time xxxx will xxxxxx that xxxxxxxx having xxxxxxxxx styles xxx be xxxxxxxxxx differently xxx only xxxx individual xxxxxxxxxxxxxx can xx made xxxxxxx also xxxxx to xx provided xx the xxxxx and xxxxxxx legislation xx availing xxxxxxxxxxxxxx for xxxxxxxx having xxxxxxx needs xxxx as xxxxx having xxxxxxxx or xxxxxxxx disabilities xx that xxxx can xxxxxx equal xxxxxx to xxx programs xxx resources xx address xxx needs xx visual xxxxxxxx faculty xxxxxxx will xx required xx make xxxxxxx use xx visual xxxx in xxx tasks xx train xxx support xxxx throughout xxx course xxx auditory xxxxxxxx faculty xxxx be xxxxxxxxxxx for xxxxxx for xxxxx aids xxx supporting xxxxxxxxx so xxxx appropriate xxxxxxxx and xxxxxxxxxxxx can xx provided xx per xxxxx preferences xxx requirements xx the xxxxx side xx meet xxx needs xx kinesthetic xxxxxxxx faculty xxxxxxx need xx prioritize xxx incorporation xx physical xxxxxxxxxx in xxxxx tasks xxxx teaching xxxxxxxxxxx and xx training xxxx However xx inclusive xxxxxxxxxxx will xx intended xx be xxxxxxx in xxx class xx that xxxxxxxx having xxxxxxxxx abilities xxxx statuses xxx cultures xxx have xxxxx opportunities xx acquire xxxxxxxxxxx skills xxx knowledge xxxxxxxxxx the xxxxxx STUDENT xxxxxxxxxxx COMPETENCIESAfter xxxxxx the xxxxxxx students xxxx be xxxx to xxxxxxx technical xxxxxx along xxxx occupation-specific xxxxxx problem-solving xxx higher-order xxxxxxxxx skills xx well xx employability xxxxxx With xxx acquisition xx these xxxxx of xxxxxx students xxxx be xxxx to xxxxxxxxx perform xxxxx future xxxxx and xxxxxxxxxxxxxxxx in xxx industry xxxx further xxxxx that xxxxxxxx will xx able xx master xxxxxxxx skills xxxx are xxxxxxxx in xxxxx respective xxxxxx Students xxxx also xx able xx have xxxxxxxx and xxxxxxxxxx work xxxxxxxxx so xxxx productivity xxx efficiency xxx be xxxxxxxx to xxx maximum xxxxxxxx extent xxxxxxx students xxxx be xxxx to xxxxx career-ready xxxxxxxxx so xxxx work xxxxxxxxxxxx can xx ensured xx addition xxxxxxxx will xx able xx perform xxxxxxxx activities xxxxxxxxxxx thereby xxxxxxxxx success xxxxxxx FORMATThe xxxxx level xxxx has xxxx considered xx the xxxxxx is xxx grading xxxxx that xxxx be xxxx after xxxxxxxxx the xxxxxxxxxxxx of xxx students xx based xx their xxxxxxxx percentage xxxxx who xxxxxxxx to xx their xxxxxxxxxxx will xx considered xxxxxx as xxxxxx as x while xxxxx above xx passed xxxxx who xxxxxx to xxxx be xxxxxx as x or x satisfactory xx will xx considered xxxx and xxxxxx as x Thereafter xxxxx securing xx in xxxxx assessments xxxx be xxxxxx as x thereby xxxxxxxxxx them xx be xxxxxxxxx in xxxxx class xxxxxxxxxxx REFERENCESAtwell x et xx Community xxxxxxx responses xx align xxxxxx and xxxxxxxxx education xxxxxxxx with xxxxxxxx labor xxxxxxx New xxxxxxxxxx for xxxxxxxxx Colleges xxxxx doi xxx cc xxxxxx n x Workforce xxxxxxxxxxx Identifying xxxxxxxxxx Education xxxxx and xxxxxxxx for xxxxxxxxxx Behavioral xxxxxx Training xx Training xx Deliver xxxxxxxxxx Care xx Springer xxxxxxxxxxxxx Publishing xxxxx doi xxx - x - x Fletcher x C xxxxxx to xxx Equity xx Rigorous xxxxxx and xxxxxxxxx Education xxxxxxxx Trends xxxxxx and xxxxxx Directions xx the xxxxx Career xxx Technical xxxxxxxxx Research xxxxx doi xxx cter xxxxxxx Department xx Education xxxxxxxxxx Framework xxxxxxx Department xx Education x - xxxxx www xxxxx org xxxx fileparse xxx urlt x - xxxxxxxxx D x Factors xxxxxxxxxxx Dual xxxxxxxx Students xx Pursue xxxxxxxxxxxxx Career xxx Technical xxxxxxxxx ProQuest xxxxxxxxxxxxx Publishing x https xxxxxxxx primo xxxxxxxxxxxxx com xxxxxxxxx FALSC xxx t x cdi xxxxxxxx journalsMore Articles From Strategic Management
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