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Developing and Simulating a Learner-Centered Teaching Plan Paper

Developing and Simulating a Learner-Centered Teaching Plan Paper Developing and Simulating a Learner-Centered Teaching Plan PaperStudents enrolled in Athabasca University courses, including Health Studies 320: Teaching and Learning for Health Professionals, are considered to be responsible scholars, and are therefore expected to adhere rigorously to the principles of intellectual integrity. Please read the policy related to this at http://www.athabascau.ca/studserv/inthonesty.htm.Plagiarism is a form of intellectual dishonesty in which another person’s work is presented as one’s own. Be certain that whenever you use a secondary source in your course work and assignments you reference your source in a consistent and logical manner. All direct quotes (quotations of any number of words from the original) and indirect quotes (paraphrased ideas) must be acknowledged. Failure to do so constitutes plagiarism, and as with any form of academic misconduct, it will be penalized. Penalties may take the form of rejection of the submitted work; expulsion from the examination, the course or the program; or legal action, depending on the specific nature of the infraction.Developing and Simulating a Learner-Centered Teaching Plan PaperHowever, dutiful citation of quotes and paraphrased materials does not mean that you can write an essay assignment by stringing together a series of quotes. You should always try to summarize or describe someone else’s ideas in your own words. When you present your own ideas or opinions in a paper, provide evidence or arguments to substantiate your position.Developing and Simulating a Learner-Centered Teaching Plan PaperORDER A PLAGIARISM-FREE PAPER HEREThe following Web site offers information about the citation styles of the American Psychological Association http://www.apastyle.org. The AU Library Help Centre also has many useful links and resources.All written assignments in this course mustuse correct spelling and grammar,adhere to APA format, as outlined in the Publication Manual of the American Psychological Association (APA) (6th. ed.),be your own work and be free of evidence of plagiarism,use Microsoft Word (or Microsoft Word compatible) format, andbe submitted via the Assessment section of the course home page.AssessmentTo receive credit for HLST320, students must complete all of the required assignments and achieve a composite grade of at least “C” (60%). All assignments must follow the guidelines of the APA Publication Manual (6th ed.) (2010).Developing and Simulating a Learner-Centered Teaching Plan PaperThe assessment structure for Health Studies 320 is based on the following assignments, with the percentage weighting of each activity as indicated. Your final grade for the course will be a composite mark based on your performance on these course assignments. A composite mark of 60% is required to pass the course.AssignmentsSuggested Due DateWeightingAssignment 1:Development of Your Teaching-Learning PhilosophyWeek 435%Assignment 2: Writing Learning ObjectivesWeek 930%Assignment 3: Developing and Simulating a Learner-Centered Teaching PlanWeek 1435%Total 100%Assignment 1: Development of Your Teaching-Learning Philosophy (35%)Suggested Due Date – Week 4Your personal assessment of your philosophy of teaching and learning should be unique to you. This assignment will give you a good base for enhanced learning through the remainder of this course and will provide you the opportunity to achieve the course learning outcome: describe the complexities and realities of health teaching from a personal and theoretical perspective. Supporting information and assessment of your philosophy of teaching and learning is addressed in Units 1 – 3. Developing and Simulating a Learner-Centered Teaching Plan PaperAssignments must be submitted via the appropriate dropbox on the course home page.Evaluation Criteria for Assignment 1Articulate clear statements of your personal learning style and your professional teaching philosophy.  (3 marks)Link at least one of the theoretical underpinning (e.g. Behaviorism, Cognitivism, Social Constructivism) to support your teaching-learning philosophy.  (10 marks)Provide one clear and detailed example to demonstrate how your values and beliefs related to both teaching and learning affect your role as a health care professional.  (5 marks)Developing and Simulating a Learner-Centered Teaching Plan PaperProvide evidence of application of course concepts from Units 1, 2, and 3 and references from external sources as needed to support your teaching-learning philosophy. (7 marks)Accurate APA format including:Title page, headings and subheadings (1 mark)References in the body of the paper (2 marks)Reference citations in the references list (2 marks)Accurate scholarly format including:3-4 pages in length, excluding title page and References list (1 mark)Introduction (1 mark)Scholarly language and professional tone  (1 mark)Grammar, spelling, and punctuation (1 mark)Conclusion (1 mark)Developing and Simulating a Learner-Centered Teaching Plan PaperTotal possible marks 35Assignment 2: Writing Learning Objectives (30%)Suggested Due Date – Week 9Currently within the teaching and learning literature you will discover ongoing debate and confusion related to use of terms such as educational objectives, instructional objectives, behavioural objectives, learning outcomes and learning objectives. In HLST 320, the term Learning Outcomes was chosen to reflect the overall achievements of the learner upon completion of the course, and the term Learning Objectives was chosen to reflect the more specific learning that should be achieved by the learner through the completion of unit learning activities.Developing and Simulating a Learner-Centered Teaching Plan PaperThis assignment, writing of learning objectives, will allow you to gain knowledge that is foundational to the teaching learning process and provide you with the opportunity to partially achieve the course learning outcome: apply the teaching and learning process to a health-related situation in a systematic manner that reflects the principles of teaching and learning presented in this course. Supporting information to assist you in writing learner-centered objectives is addressed in the learning activities of Unit 4 and Unit 5: The Art of Writing Learner-Centered Objectives. Assignment 2 is part 1 of developing and then simulating a learner-centered teaching plan. In this component you are asked to select from one of the following teaching and learning categories:Developing and Simulating a Learner-Centered Teaching Plan PaperCategory 1: Health care professional/individual as client teaching and learningCategory 2: Health care professional/family as client teaching and learningCategory 3: Preceptor/student health care professional teaching and learningAssignment 2 uses random assignments. You will pick your category and then open the correct dropbox of three choices. The case will be randomly assigned within that category. Once you select a category a case study will be sent to you. You cannot change your case study once it is received so select your category wisely as it is from this case study that you will complete both assignments 2 and 3. Based on the case study a clear, measureable objective must be written for each of the 3 domains cognitive, affective, and psychomotor. Assignment 2 must be submitted, marked and returned to you prior to you submitting assignment 3. Assignment 2 is foundational to assignment 3 so familiarize yourself with the assignment 3 requirements as you complete assignment 2, and be certain to consider your tutor’s feedback when completing assignment 3. Please contact your tutor if you require further clarification of expectations for this assignment.Assignments must be submitted via the appropriate dropbox on the course home page.Developing and Simulating a Learner-Centered Teaching Plan PaperEvaluation Criteria for Assignment 2 – Writing Learning ObjectivesArticulate three objectives, one for each domain. Each objective is: learner-centered and discrete; written in clear, measurable terms; reflective of your assigned case study; reasonable for a three minute teaching sessionCognitive (4 marks)Affective (4 marks)Psychomotor (4 marks)Provide rationale including integration of theoretical knowledge that is, evidence-based practice to support each objective (4 marks)Provide evidence of application of course concepts and references of external sources as needed to support each learner centered objective (4 marks) Developing and Simulating a Learner-Centered Teaching Plan PaperAccurate APA format including:Title page, headings and subheadings (1 mark)References in the body of the paper (2 marks)Reference citations in the references list (2 marks)Accurate scholarly format including:4 pages in length, excluding title page and References list (1 mark)Introduction (1 mark)Scholarly language and professional tone  (1 mark)Grammar, spelling, and punctuation (1 mark)Conclusion (1 mark)Total possible marks 30Assignment 3: Developing and Simulating a Learner-Centered Teaching Plan (35%)Suggested Due Date – Week 14Health teaching is not an optional practice component for any health care professional. This assignment, Developing and Simulating a Learner-Centered Teaching Plan, will allow you to gain knowledge that is foundational to the teaching learning process and provide you with the opportunity to achieve the course learning outcome: apply the teaching learning process to a health-related situation in a systematic manner that reflects the principles of teaching and learning presented in this course. Supporting information to assist you in assignment 3 is addressed in Units 6-8.Developing and Simulating a Learner-Centered Teaching Plan PaperAssignments must be submitted via the appropriate dropbox on the course home page.NOTE – Assignment 2 and 3 are progressive assignments; you will not be able to submit assignment 3 until you have completed assignment 2 and received your mark. Refer back to the case study you utilized to complete assignment 2, as this same case study should be used to complete assignment 3. Also be certain to consider your tutor’s feedback on assignment 2 when completing assignment 3. Please contact your tutor if you require further clarification of expectations for this assignmentAssignment 3 consists of two parts:Developing and Simulating a Learner-Centered Teaching Plan PaperPart A: Complete the following table (possible 10 marks)Learning Objective Teaching StrategiesRationale For Selection of Teaching StrategyDomain: state cognitive, psychomotor or affective.List strategies you have chosen to utilizeProvide rationale to support your choice of each strategy. If you used Internet resources as teaching materials, please include the links so that your tutor can access and review these. If you used other materials, such as audiovisual aids, posters, print-based pamphlets, or handouts, please send as an appendix.Part B: Complete a simulation of your implementation of your teaching plan. Note this is a simulation and is not to be implemented with a human subject.  Think of this simulation as your rehearsal prior to actually implementing with a client. You need to submit a video of your simulation. Your video simulation should be 3 minutes in length. You do not need to submit a copy of your narrative but you do need to plan carefully what you will include in your simulation. You can record your video using Adobe Connect, You Tube, Vimeo, or a platform of your choice.Developing and Simulating a Learner-Centered Teaching Plan PaperEvaluation Criteria for Assignment 3– Developing and Simulating a Learner-Centered Teaching PlanPart A: Table (maximum 10 marks)Developing and Simulating a Learner-Centered Teaching Plan Paperlearning objective domain is stated clearly (2 marks)learning objective is clear, measurable, and worded using Bloom’s new taxonomy (2 marks)teaching strategies selected are appropriate for the learning objective (2 marks)rationale for selection of teaching strategy is clearly articulated and supported by scholarly evidence (2 marks)format is professional and clear  with accurate spelling, grammar, punctuation (2 marks)Part B: Simulation Video (maximum 25 marks)learner objective was stated clearly and concisely (4 marks)stated objective was attainable within the allotted three minute time frame (3 marks)content of the presentation clearly reflected the stated objective  (3 marks)presentation was planned to facilitate the learners’ attainment of the objective (3 marks)presentation was logically organized from the introduction through to the conclusion (3 marks)presentation included an appropriate evaluation strategy (3 marks)presenter’s voice was clear and easily heard (3 marks)Developing and Simulating a Learner-Centered Teaching Plan Paperpresenter’s manner was interesting and positive (3 marks)Total possible marks 35 Learner-Centered Teaching PlanNameInstitution  Learner-Centered Teaching PlanPart ALearning Objective Teaching StrategiesRationale For Selection of Teaching StrategyCognitive domain: evaluate the risk faced by family members when their weight is not optimalGetting the learners to support, summarize, justify, interpret, explain, evaluate, describe, critique, criticize, contrast, conclude, compare, assess, and appraise different weight aspects and the inherent risks (Blumberg, 2012).Developing and Simulating a Learner-Centered Teaching Plan PaperThis will use well described weight scenarios and models that exhibit different risks (Blumberg, 2012).The objective was developed from the evaluation subdomain of the cognitive domain. The intention was to have the learners develop a better understanding of the concept of weight, what entails unhealthy weight, and how weight affects health. The scenarios and models would improve the learners understanding and retention of what is being taught(Thomas et al., 2016).Developing and Simulating a Learner-Centered Teaching Plan PaperThe rationale for selecting the identified teaching strategy was to improve the learners’ capacity to make rational and correct judgments concerning weight management based on tangible evidence (Sankaranarayanan&Sindhu, 2012). For example, the family could learn that being overweight and obese increases the risk of diabetes.Affective domain: present the family members with weight management strategies that would be appropriate to their individual needsGetting the learners to engage in activities that entail telling, selecting, reporting, reading, presenting, participating, helping, discussing, assisting and answering (Blumberg, 2012).Developing and Simulating a Learner-Centered Teaching Plan PaperIt will use interactive lectures that involve the instructor presenting weight management strategies then having the learners discuss these strategies as well as any new strategies they may have gleaned in the course of their life or through literature review (Blumberg, 2012).Developing and Simulating a Learner-Centered Teaching Plan PaperThe objective was developed from the responding subdomain of the affective domain. The intention was to motivate the learners to actively pursue knowledge, improve their willingness to respond to learning activities, and activate their pursuit of on interest in weight management. This is based on the understanding the learning outcomes and effectiveness is linked to the learners’ willingness(Thomas et al., 2016).Developing and Simulating a Learner-Centered Teaching Plan PaperThe rationale for selecting the identified teaching strategy was to improve the learners’ willingness to actively participate in weight management activities. The learning is intended to ensure that the knowledge becomes inherent, and that their interest is piqued. The interactive lectures allow for active participation by linking each scenario to a viable response thereby familiarizing the learners with weight management (Sankaranarayanan&Sindhu, 2012). For instance, the family members learn that regular exercising and dieting could improve weight safely. The willingness to learn how to respond to being obese would be associated with the health risks the learners face if the weight is not well managed.Psychomotor domain: describe the weight management strategies that the family members can apply to improve their weight outcomesGetting the learners mentally prepared to identify weight issues and the appropriate response. This would entail expressing confidence, giving examples, telling, participating, considering the outcomes, exploring, and questioning (Blumberg, 2012).Developing and Simulating a Learner-Centered Teaching Plan PaperIt will entail having the learners go through practical sessions such as shadowing them at home to evaluate their diet and exercise (Blumberg, 2012).The objective was developed from the set subdomain of the psychomotor domain. The intention was toexpose learners to practical scenarios that familiarize them with problematic weight and optimizes them for weight management. This is based on the awareness that a mentally prepared person who is familiar with the weight issue is optimized for management(Thomas et al., 2016).Developing and Simulating a Learner-Centered Teaching Plan PaperThe rationale for selecting the identified teaching strategy was to mentally prepare the learners to address weight issues (Sankaranarayanan&Sindhu, 2012).   ReferencesBlumberg, B. (2012). Developing learner-centered teaching: a practical guide for faculty. San Francisco, CA: Jossey-Bass.Sankaranarayanan, B. &Sindhu, B. (2012). Learning and teaching nursing (4thed.). New Delhi: Jaypee Brothers Medical Publishers (P) Ltd.Thomas, P., Kern, D., Hughes, M. & Chen, B. (2016). Curriculum development for medical education: a six-step approach (3rded.). Baltimore, MD: John Hopkins University Press. Developing and Simulating a Learner-Centered Teaching Plan Paper

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