Make a session on health education
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
Make a session on health education.
Create a health education program to encourage persons with diabetes to stick to their medication regimen.
Diabetes type 2 (7-10 pages). The following elements must be included in the workshop outline:Title as well as the intended audience. Choose a suitable title for the workshop outline. Furthermore,
Determine your target audience and be specific.The Workshop’s concept, main idea, and goal. Describe the material in a few words. This section must be completed.
“What am I attempting to teach the participants?” asks the participant.Knowledge is required. Describe the background/knowledge of the person in one paragraph.
Participants in the workshop had already done so before attending this session.Goals. Include at least two workshop objectives you hope to achieve as a result of this.
workshop. Make sure you’re using the right “goal verbs.”The Goals of the Workshop A minimum of two learning objectives should be included in each workshop.
The ABCDE formula must be followed while creating objectives. Make sure you’re using the right “objective verbs.”Introduction to the Workshop. This opening activity should pique people’s interest and connect them to previous experiences.
knowledge and concentrate on what has to be learned.Learning Exercises Describe in detail the techniques and procedures that will be used to
achieving the learning objectives Make sure that differentiated instruction is properly defined for a class.
a big number of people Questions, declarations, directions, and actions are all part of the strategy.
as well as the order in which they appear. The facilitator’s strategies also address how he or she intends to proceed.
arrange and deliver new topic matter in a way that is relevant to the participants’ past knowledge
They also indicate who will be the facilitator and who will be the participant in the class. This needs to be detailed.
enough for any facilitator to read the procedures for putting the lesson into action. Make a clear statement.
where you are meeting each learning activity’s purpose
Closures, transitions, and follow-ups for each lesson. Transitions should be seamless.
A summary activity should be included between workshop activities and the workshop itself.
Follow-up efforts should be guided by assessments.2
Resources. Provide a detailed list of all materials required, including technology.
Resources in print and non-print, as well as any other itemsAssessment. At least one summative assessment should be included in the workshop outline. Further,
Specify how you’ll know whether each lesson’s goal has been met. Consider new ideas.
ensure that the assessment procedure reflects the focus of the evaluation
(For example, if your workshop concentrated on higher-order activities, the evaluation should reflect that as well.)
accentuate critical thinking) Give particular examples of your evaluation processthink about it.
rubric!References. List all sources that were utilized in the preparation of the paper using the APA citation style.
software, websites, and print and non-print sources in your workshopReflection on the workshop Consider how you’ll know if you’ve met the workshop’s requirements.
The workshop objectives have been mastered by the pupils. Questions to consider as a guide
include:a. What did you learn in your teaching methods class that has influenced your teaching style?
What will you do with this assignment?
b. What obstacles did you have to overcome when incorporating the various standards?
c. What factors did you take into account when creating activities for
to accommodate various learning styles?
d. How has your previous experience as a workshop participant aided you?
how will you construct this workshop?
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 6th 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 6th 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 6th 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 6th 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 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th 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 6th edition paper. They 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 6th 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. GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
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