Bachelor of Early Childhood Education a Degree Program Essay

Bachelor of Early Childhood Education a Degree Program Essay

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Bachelor of Early Childhood Education a Degree Program Essay

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.

Bachelor of Early Childhood Education a Degree Program Essay

RUBRIC
Excellent Quality 95-100%	Introduction 45-41 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.		Literature Support 91-84  points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.			Methodology 58-53 points Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met.
Average Score 50-85%	40-38 points More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided.		83-76  points Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration.			52-49  points Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met.
Poor Quality 0-45%	37-1 points The background and/or significance are missing. No search history information is provided.		75-1 points Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration.			48-1 points There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met
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