Teaching Diverse Learners

Benchmark – Teaching Diverse Learners Presentation

View Rubric
Due Date: Dec 07, 2016 23:59:59 Max Points: 100

NO FRONT PAGE WITH TITLE AND MY NAME

Double spaced APA

Details:
For this assignment you will prepare a paper on teaching techniques for diverse learners.
Presentation Criteria:
Prepare a plan for designing and delivering instruction that addresses both the needs of the selected population as well as other diverse students.
1. Select a population that represents a type of diversity, which may include ethnic, learning styles, age, or cognitive ability. The selected population is nursing students,.
2. Explain how your selected population’s characteristic impacts their learning styles.
3. Provide three teaching strategies an educator could use with that particular group of learners.
4. Include a rationale for each strategy as to why it would be effective.
5. Use at least three scholarly, peer-reviewed resources less than 5 years old in addition to course materials.
RUBRIC
Benchmark – Teaching Diverse Learners Presentation
1
No Submit
0.00% 2
Unsatisfactory
75.00% 3
Less than Satisfactory
80.00% 4
Satisfactory
88.00% 5
Good
92.00% 6
Excellent
100.00%
70.0 %Content
25.0 %Explore how that diverse characteristic impacts learning style None Does not select a population that represents a type of diversity, and/or does not explore how a selected diverse characteristic impacts learning style. Explores how selected diverse characteristic impacts learning style, but discussion is weak in conclusions, not scholarly, and is missing key elements. Explores how selected diverse characteristic impacts learning style. Although scholarly written, discussion is weak in conclusions. Explores how selected diverse characteristic impacts learning style; is scholarly written and draws relevant conclusions. Uses examples to validate conclusions. Clearly & comprehensively explores how selected diverse characteristic impacts learning style; includes examples as well as scholarly references to validate conclusions.
25.0 %Discuss 3 teaching strategies an educator could use with that particular group of learners. Includes rationale for each strategy None Discusses fewer than 3 teaching strategies an educator could use with that particular group of learners. Does not include rationale for each strategy Discussion is limited in scope and not scholarly Discusses fewer than 3 teaching strategies an educator could use with that particular group of learners. Includes limited rationale for each strategy Discussion on presented strategies is comprehensive – just missing at least one strategy Discusses 3 teaching strategies an educator could use with that particular group of learners. Includes rationale for each strategy Clearly discuss 3 teaching strategies an educator could use with that particular group of learners – Includes rationale for each strategy but discussion is not comprehensive in scope Clearly & comprehensively discuss 3 teaching strategies an educator could use with that particular group of learners. Includes rationale for each strategy
20.0 %Present a plan to incorporate students with different areas of diversity into one class group. None Barely presents a plan to incorporate students with different areas of diversity into one class group – plan is limited in scope and clarity Minimally presents a plan to incorporate students with different areas of diversity into one class group – plan is limited in scope or not clearly presented- Presents a plan to incorporate students with different areas of diversity into one class group – Clearly presents a plan to incorporate students with different areas of diversity into one class group – but plan is not comprehensive Clearly & comprehensively presents a plan to incorporate students with different areas of diversity into one class group.
10.0 %Assignment Criteria
5.0 %Scholarly references Utilizes at least 3 scholarly, peer-reviewed resources less than 5 years old other in addition to course materials None Selected literature is irrelevant & insufficient. Does not meet stated criteria. Does not use evidence-based sources when available. Uses only course materials Weak selection of sufficient & relevant literature (less than 5 years old) no scholarly, peer-reviewed references used – other than course materials) Uses only course materials Fair selection of sufficient & relevant literature (less than 5 years old) at least 1 scholarly, peer-reviewed references used – other than course materials) Does not use evidence-based sources when available Partial selection of sufficient & relevant literature (less than 5 years old) at least 2 scholarly, peer-reviewed references used – other than course materials) Uses evidence-based sources when available Excellent selection of sufficient & relevant literature (less than 5 years old) at least 3 scholarly, peer-reviewed references used – other than course materials) Uses evidence-based sources when available
10.0 %Assignment Criteria
5.0 %Length None Unacceptable adherence to assignment length criteria (less than or more than 50% of stated criteria) Poor adherence to assignment length criteria (within 50% of stated criteria) Weak adherence to assignment length criteria (within 25 % of stated criteria) Adequate adherence to assignment length criteria (within 10% of stated criteria) Excellent adherence to assignment length criteria (within stated criteria)
15.0 %Organization and Effectiveness
10.0 %Presentation Manner None Incomplete speakers’ notes. Weak speakers’ notes Adequate speakers’ notes. Complete speakers’ notes. Comprehensive speakers’ notes .
15.0 %Organization and Effectiveness
5.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use) None 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 typos are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used. Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used. Writer is clearly in command of standard, written, academic English.
5.0 %Format
4.0 %APA Format None Correct APA format is not evident in the paper. Correct APA format is infrequently used in the paper: cover page, margins, double-spacing, font size, and all other elements of APA. Correct APA format is inconsistently used in the paper: cover page, margins, double-spacing, and all other elements of APA. Correct APA format is mostly used in the paper: cover page, margins, double-spacing, font size, and all other elements of APA. Correct APA format is consistently used in the paper: cover page, margins, double-spacing, font size, and all other elements of APA. Such as headings and pagination.
1.0 %Research Citations (In-text citations for paraphrasing and direct quotes, and reference page listing and formatting, as appropriate to assignment) None No reference page is included. No citations are used. Reference page is present. Citations are inconsistently used. Reference page is included and lists sources used in the paper. Sources are appropriately documented, although some errors may be present. Reference page is present and fully inclusive of all cited sources. Documentation is appropriate and GCU style is usually correct. In-text citations and a reference page are complete. The documentation of cited sources is free of error.
100 %Total Weightage

 
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