Community Teaching Plan: Teaching Experience Paper


Community Teaching Plan: Teaching Experience Paper

Comprehensive Summary of Teaching Plan With Epidemiological Rationale

1600 words. Please properly follow the rubric and complete instructions.

This is an individual assignment. In 1,500-2,000 words, describe the teaching experience and discuss your observations. The written portion of this assignment should include:
> Summary of teaching plan
> Epidemiological rationale for topic
> Evaluation of teaching experience
> Community response to teaching
> Areas of strengths and areas of improvement
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> Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
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> This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
>
> You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center.
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> Community Teaching Plan: Teaching Experience Paper
>
>
> 1
> Unsatisfactory
> 0.00%
> 2
> Less than Satisfactory
> 75.00%
> 3
> Satisfactory
> 83.00%
> 4
> Good
> 94.00%
> 5
> Excellent
> 100.00%
> 80.0 %Content
>
> 30.0 %

Comprehensive Summary of Teaching Plan With Epidemiological Rationale for Topic
> Summary of community teaching plan is not identified or missing.
> Summary of community teaching plan is incomplete.
> Summary of community teaching plan is offered but some elements are vague.
> Focus of community teaching is clear with a detailed summary of each component. Rationale is not provided.
> Focus of community teaching is clear, consistent with Functional Health Patterns (FHP) assessment findings and supported by explanation of epidemiological rationale.
> 50.0 % Evaluation of Teaching Experience With Discussion of Community Response to Teaching Provided. Areas of Strength and Areas of Improvement Described
> Evaluation of teaching experience is omitted or incomplete.
> Evaluation of teaching experience is unclear and/or discussion of community response to teaching is missing.
> Evaluation of teaching experience is provided with a brief discussion of community response to teaching.
> A detailed evaluation of teaching experience with discussion of community response to teaching and areas of strength/improvement is provided.
> Comprehensive evaluation of teaching experience with discussion of community response provided along with a detailed description of barriers and strategies to overcome barriers is provided.
> 15.0 %Organization and Effectiveness
>
> 5.0 % Thesis Development and Purpose
> Paper lacks any discernible overall purpose or organizing claim.
> Thesis is insufficiently developed and/or vague; purpose is not clear.
> Thesis is apparent and appropriate to purpose.
> Thesis is clear and forecasts the development of the paper. It is descriptive and reflective of the arguments and appropriate to the purpose.
> Thesis is comprehensive; contained within the thesis is the essence of the paper. Thesis statement makes the purpose of the paper clear.
> 5.0 % Paragraph Development and Transitions
> Paragraphs and transitions consistently lack unity and coherence. No apparent connections between paragraphs are established. Transitions are inappropriate to purpose and scope. Organization is disjointed.
> Some paragraphs and transitions may lack logical progression of ideas, unity, coherence, and/or cohesiveness. Some degree of organization is evident.
> Paragraphs are generally competent, but ideas may show some inconsistency in organization and/or in their relationships to each other.
> A logical progression of ideas between paragraphs is apparent. Paragraphs exhibit a unity, coherence, and cohesiveness. Topic sentences and concluding remarks are appropriate to purpose.
> There is a sophisticated construction of paragraphs and transitions. Ideas progress and relate to each other. Paragraph and transition construction guide the reader. Paragraph structure is seamless.
> 5.0 % Mechanics of Writing (includes spelling, punctuation, grammar, language use)
> 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
>
> 2.0 % Paper Format
> Template is not used appropriately or documentation format is rarely followed correctly.
> Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent.
> Template is used, and formatting is correct, although some minor errors may be present.
> Template is fully used; There are virtually no errors in formatting style.
> All format elements are correct.
> 3.0 % Research Citations (In-text citations for paraphrasing and direct quotes, and reference page listing and formatting, as appropriate to assignment)
> 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 style guide 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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