Grand Canyon CLC Learning Styles Essay Project

April 15, 2020

Grand Canyon CLC Learning Styles Essay Project

Order ID 53563633773

Type Essay: Grand Canyon CLC Learning Styles Essay Project

Writer Level Masters

Style APA

Sources/References 4

Language English

Pages 5-10 pages

Description/Paper Instructions: Grand Canyon CLC Learning Styles Essay Project

Question Description

Details:

As faculty members, you have been asked to design a 4-hour Leadership Strategies course that would accommodate the learning styles for a selected 10 students. The students have all completed a learning style inventory in which three of the students are determined visual learners, four are kinesthetic learners, and the rest are auditory learners. Note: The intended audience for the course can be either newly graduated nurses or experienced staff nurses as you choose.

Write a 1,000-1,250-word paper, describe your plan to accommodate the learning styles of each student. Makes sure to address:

1.Course objectives

2.An outline of the course content and agenda that will be covered

3.Descriptions of the learning activities and the rationale for the learning activities selected

4.Strategies to assess learning, based on the learner objectives

5.Use at least three scholarly, peer-reviewed resources less than 5 years old in addition to the course materials.

Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

CLC: Learning Styles Rubric

Criteria % Value No Submission 1: Unsatisfactory

0-75%
2: Less Than Satisfactory

76-80%
3: Satisfactory

81-88%
4: Good

89-92%
5: Excellent

93-100%

% Scaling 0% 75% 80% 88% 92% 100%

Content – 75%

Designed a 4 hour class that would accommodate the learning style of each of the students 15% None Barely designs a 4 hour class that does not accommodate the learning style of each student. Minimally designs a 4 hour class that would accommodate the learning style of each student. Designs a 4 hour class but does not clearly accommodate the learning style of each student. Clearly designs a 4 hour class but does not clearly accommodate the learning style of each student. Clearly designs a 4 hour class that would clearly accommodate the learning style of each student.

Composed the learner objectives for the course 15% None Incorrectly composes the learner objectives for the class design. Uses Blooms taxonomy and the A, B, C, D format for objectives with many errors. Minimally composes the learner objectives for the class design. Uses Blooms taxonomy and the A, B, C, D format for objectives with some errors. Composes the learner objectives for the class design. Uses Blooms taxonomy and the A, B, C, D format for objectives with few errors. Clearly composes the learner objectives for the class design. Uses Blooms taxonomy appropriately and the A, B, C, D format for objectives, but not expertly. Clearly composes the learner objectives for the class design. Expertly uses Blooms taxonomy appropriately and the A, B, C, D format for objectives.

Outline the class content and agenda 10% None Barely outlines the class content and agenda – substantially unorganized. Minimally outlines the class content and agenda – somewhat unorganized. Outlines the class content and agenda, but neither is clear. Clearly outlines the class content or agenda, but not both. Clearly outlines the class content and agenda.

Describe the learning activities and the rationale for the learning activities selected for the group of students 15% None Barely describes the learning activities and explains the rationale for the learning activities you have selected for your group of students. Minimally describes the learning activities and explains the rationale for the learning activities you have selected for your group of students. Describes the learning activities and explains the rationale for the learning activities you have selected for your group of students. Clearly describes the learning activities and explains the rationale for the learning activities you have selected for your group of students. Description is not always comprehensive. Clearly and comprehensively describes the learning activities and explains the rationale for the learning activities you have selected for your group of students.

Describe the strategies to assess learning based on the learner objectives 15% None Barely describes the strategies to assess learning based on the learner objectives. There is no logical connection between the assessment strategies and the learner objectives. Minimally describes the strategies to assess learning based on the learner objectives. There is little logical connection between the assessment strategies and the learner objectives. Describes the strategies to assess learning based on the learner objectives. There is a logical connection between the assessment strategies and the learner objectives. Clearly describes the strategies to assess learning based on the learner objectives. Description is not always comprehensive. There is a logical connection between the assessment strategies and the learner objectives, although the connection is not evident without description. Clearly and comprehensively describes the strategies to assess learning based on the learner objectives

There is a clearly evident logical connection between the assessment strategies and the learner objectives.

Scholarly references Utilizes at least 3 scholarly, peer-reviewed resources less than 5 years old other in addition to course materials 3% None Selected literature is irrelevant and insufficient. Does not meet stated criteria. Does not use evidence-based sources when available. Uses only course materials. Weak selection of sufficient and 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 and 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 and 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 and 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.

Length 2% None Unacceptable adherence to assignment length criteria (less than or more than 50 percent of stated criteria). Poor adherence to assignment length criteria (within 50 percent of stated criteria). Weak adherence to assignment length criteria (within 25 percent of stated criteria). Adequate adherence to assignment length criteria (within 10 percent of stated criteria). Excellent adherence to assignment length criteria (within stated criteria).

Organization and Effectiveness – 20%

Thesis Development and Purpose 8% None Paper lacks any discernible overall purpose or organizing claim. The main thesis claims are insufficiently developed and/or vague; purpose is not clear. The main thesis claims are apparent and appropriate to purpose. The main thesis claims are clear and forecast the development of the paper. It is descriptive, reflective of the arguments, and appropriate to the purpose. The main thesis claims are comprehensive; contained within the thesis is the essence of the paper. Thesis statement makes the purpose of the paper clear.

Paragraph Development and Transitions 7% None 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.

Mechanics of Writing
(includes spelling, punctuation, grammar, language use)
5% None Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and sentence construction are used. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, and 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.

Format – 5%

APA Format 4% 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.

Research Citations
(In-text citations for paraphrasing and direct quotes, and reference page listing and formatting, as appropriate to assignment) 1% 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.

RUBRIC

Quality of Response No Response Poor/Unsatisfactory Satisfactory Good Excellent

Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing.

Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6^th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6^th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6^th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6^th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment.

Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free.

Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6^th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6^th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6^th edition paper. The can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6^th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.

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