I need an essay completed for Course Unit Analysis using A prior Week Reflection

FINALAssiGNmentInstructionsRUBRIC.doc

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Assiment Instructions

Overview

Your final assignment for this course provides the opportunity to apply your knowledge of traditional and adult learning theories, the context and conditions of adult learning, and the importance of culture and diversity in designing learning activities. You will demonstrate the course competencies by analyzing one of the weeks of content in this course.

Choose one week from this course that contains an assignment (Weeks 2, 3, or 7), and complete the following: The week chosen is week # 7

Paper included separately

Assignment: DOUBLE LOOPED REFLECTION - WEEK 7

Instructions

· Define each of the following issues or topics within the week, explain what evidence you looked for to identify the issue or topic, and explain how you would incorporate each if the issue or topic is not present.

· Analyze how issues of culture or diversity are represented in the week's content and, if not represented, how they could be included.

· Analyze how diverse learning styles are represented in the week and, if not represented, how they could be included.

· Analyze how andragogy, self-directed learning, transformative learning, experiential learning, and embodied learning are represented in the week's content or would work if applied.

· Analyze how behaviorism, cognitivism, and constructivism are represented in the week's content or would work if applied.

· Apply backward design to the week's content, and present any revisions and recommendations you would make to bring the week into line with that framework, defending your recommendations.

Additional Requirements

· References: Support your assertions with references to current, scholarly resources. You may use your texts as additional references.

· Written communication: Written communication is free of errors that detract from the overall message.

· APA formatting: Resources and citations are formatted according to current APA style and formatting guidelines.

· Length: 7–9 typed, double-spaced pages.

· Font and font size: Times New Roman, 12 point.

Final Course Week Analysis Scoring Guide

Due Date: End of Week 10 Percentage of Course Grade: 30%.

CRITERIA	NON-PERFORMANCE	BASIC	PROFICIENT	DISTINGUISHED
Analyze how issues of culture or diversity are represented in the week or, if not represented, how they could be included. 16%	Does not outline how/whether issues of culture or diversity are represented in a week or how they could be represented they are if not.	Outlines how/whether issues of culture or diversity are represented in a week or how they could be represented if they are not.	Analyzes how/whether issues of culture or diversity are represented in the week or, if not represented, how they could be included.	Analyzes how/whether issues of culture or diversity are represented in a week or if not represented, how they could be included, and provides insight into practical application.
Analyze how diverse learning styles and cognitive abilities are represented in the week or, if not represented, how they could be included. 16%	Does not outline how diverse learning styles are represented in a week or how they could be represented if they are not included.	Outlines how diverse learning styles are represented in a week or how they could be represented if they are not included.	Analyzes how diverse learning styles are represented in a week or how they could be represented if they are not included.	Analyzes how diverse learning styles are represented in a week or how they could be represented if they are not included, and provides insight into practical application.
Analyze how andragogy, self-directed learning, transformative learning, experiential learning, and embodied learning are represented in the week or would work if applied. 17%	Does not outline how/whether andragogy, self-directed learning, transformative learning, experiential learning, and embodied learning are represented in a week or would work if applied OR does not outline at least four of the five learning modes listed.	Outlines how/whether andragogy, self-directed learning, transformative learning, experiential learning, and embodied learning are represented in a week or would work if applied OR does not analyze at least four of the five learning modes listed.	Analyzes how/whether andragogy, self-directed learning, transformative learning, experiential learning, and embodied learning are represented in the week or would work if applied.	Analyzes how/whether andragogy, self-directed learning, transformative learning, experiential learning, and embodied learning are represented in a week or would work if applied, and provides insight into practical application.
Analyze how behaviorism, cognitivism, and constructivism are represented in the week or would work if applied. 17%	Does not outline how/whether behaviorism, cognitivism, and constructivism are represented in a week or would work if applied OR does not outline each of the three theories.	Outlines how/whether behaviorism, cognitivism, and constructivism are represented in a week or would work if applied OR does not analyze each of the three theories.	Analyzes how/whether behaviorism, cognitivism, and constructivism are represented in the week or would work.	Analyzes how/whether behaviorism, cognitivism, and constructivism are represented in the week or would work if applied, and provides insight into practical application.
Explain any revisions and/or recommendations made in the application of the backward design model to the week. 17%	Does not outline any revisions and/or recommendations that could be made in the application of the backward design model to a week.	Outlines revisions and/or recommendations that could be made in the application of the backward design model to a week.	Explains any revisions and/or recommendations that could be made in the application of the backward design model to the week.	Analyzes any revisions and/or recommendations that could be made in the application of the backward design model to the week and provides insight into practical application.
Apply principles of effective communication, including writing competently for the intended purpose. 17%	Does not apply principles of effective communication, including writing competently for the intended purpose.	Inconsistently applies principles of effective communication, including writing competently for the intended purpose.	Applies principles of effective communication, including writing competently for the intended purpose.	Applies principles of effective communication, including writing competently for the intended purpose, with exceptional clarity and focus.