Who can help write a compare and contrast on adult program models

COMPARINGANDCONTRASTINGPROGRAMAssignment1Requirements.docx

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Asment Instructions

COMPARING AND CONTRASTING PROGRAM MODELS

This week you have been exploring multiple models of program planning, including foundational knowledge to be applied in each one. Considering that, compare and contrast the models you've explored. -- Of the BASIC, LOGIC , & INTERACTIVE MODELS

· What are the similarities between models?

· What are the differences?

· How are foundations of adult education manifest (or not) in each?

In developing your written assignment, you should include:

· A clear description of each model.

· Its developer (if known).

· Its emphasis and best uses.

You may develop a table to help distinguish similarities and differences clearly, but you should not rely on table content to make your main points. Be sure to use proper APA style and format.

NOTE: This assignment is due by Tuesday 7/20 of this course.

Submission Requirements

Your assignment should meet the following requirements:

· Written communication: Apply principles of effective communication, including writing competently for the intended purpose.

· Length: 3–4 pages, excluding title page and reference page.

· APA format: Be sure to use APA style and format, including thorough citation of sources to support your positions.

Comparing and Contrasting Program Models

Rubric Scoring Guide

CRITERIA	NON-PERFORMANCE	BASIC	PROFICIENT	DISTINGUISHED
Describe the variety of programs designed for adult learners, the purposes of those programs, and how they are designed. 27%	Does not describe the variety of programs designed for adult learners, the purposes of those programs, and how they are designed.	Describes the variety of programs designed for adult learners and the purposes of those programs but does not elaborate on how they are designed.	Describes the variety of programs designed for adult learners, the purposes of those programs, and how they are designed.	Explains the variety of programs designed for adult learners, and their purposes, and provides insight into contextual application.
Analyze how foundational knowledge of adult education is manifest in current practices for planning adult programs. 26%	Does not address how foundational knowledge of adult education is manifest in current practices for planning adult programs.	Explains how foundational knowledge of adult education is manifest in current practices for planning adult programs.	Analyzes how foundational knowledge of adult education is manifest in current practices for planning adult programs.	Analyzes how foundational knowledge of adult education is evident in current practices for planning adult programs and provides relevant examples.
Compare and contrast models for program planning for adults. 27%	Does not compare and contrast models for program planning for adults.	Describes but does not compare and contrast models for program planning for adults.	Compares and contrasts models for program planning for adults.	Compares and contrasts models of program planning for adults and provides insight into contextual application.
Address all components of the assignment and use the assignment description to structure text. 10%	Does not address the assignment instructions.	Writing lacks a clear purpose or message that inhibits effective communication with the intended audience.	Addresses all components of the assignment and uses the assignment description to structure text.	Appropriately addresses all components of the assignment and uses the instructions to guide organization. Additionally, shares information relevant to all assignment components at a level that communicates clear meaning.
Synthesize multiple sources into key themes or findings. 10%	Does not synthesize multiple sources into key themes or findings.	Cites multiple sources with no clear indication of key themes or findings.	Synthesizes multiple sources into key themes or findings.	Synthesizes multiple sources into fully-developed key themes or findings that support a clearly discernable thesis or central idea of the work.