Assignment 1: Topic Outline and Objectives
Due in Week 3 and worth 200 points
For the first assignment, you will write a 3-4-page paper in which you will:
1. Summarize the subject that you would teach and the value of the subject for yourself and others.
2. Create a topic outline for the subject of your course.
3. Write at least one over-arching objective (terminal objective) for the entire course and 2-4 learning objectives (enabling objectives) for each topic.
4. Describe your own personal theory of learning.
5. Describe how you will use your own learning theory to teach your course.
6. Include at least three (3) references (no more than 2-3 years old) from material outside the textbook.
Knowles, M. S., Holton, E. F. & Swanson, R. A. (2015). The adult learner: The definitive classic in adult education and human resource development (8th ed.). Elsevier/ Taylor & Francis
TYPE ABBREVIATED TITLE HERE
Assignment 1: Topic Outline and Objectives
Student Name Here
Dr. Sheri Burnett
Running head: TYPE ABBREVIATED TITLE HERE 1
This is the abstract, which is typed in block format with no indentation. The abstract briefly summarizes your paper in 150-200 words. Through your abstract, your readers should be able to fully understand the content and the implications of the paper. Also, note that you cannot write this section until the paper is completed. REMOVE THIS SECTION UNLESS YOU ARE REQUIRED TO WRITE AN ABSTRACT.
The Topic Outline and Objectives
Do not add any extra spaces between the heading and the text (you may want to check Spacing under Format, Paragraph in your word processor, and make sure that it is set to “0”). Instead, just double space as usual, indent a full ½ inch (use the tab key), and start typing. The introduction should receive no specific heading because readers assume that the first section functions as your paper’s introduction. If you use headings, follow the instructions below. NOTE THAT NOT ALL ASSIGNMENTS REQUIRE HEADINGS.
Summarize the subject that you would teach and the value of the subject for yourself and others.
Text will be the beginning of the body of the essay. Even though this section has a new heading, make sure to connect this section to the previous one so readers can follow along with the ideas and research presented. The first sentence in each paragraph should transition from the previous paragraph and summarize the main point in the paragraph. Make sure each paragraph contains only one topic, and when you see yourself drifting to another idea, make sure you break into a new paragraph. Also, avoid long paragraphs (more than three-fourths of a page) to help hold readers’ attention—many shorter paragraphs are better than a few long ones. In short, think: new idea, new paragraph.
Create a Topic Outline for the Subject of your Course
#1. Identify The Purpose Of The Paper.
#2. Identify Your Key Points.
#3. Add Supporting Details.
#4. Write Your Introduction.
#5. Write Your Conclusion.
Here is another Level 1 heading. Again, the topic sentence of this section should explain how this paragraph is related or a result of what you discussed in the previous section. Consider using transitions between sentences to help readers see the connections between ideas. Below are a few examples of how to transition from one statement to another:
1. Many music teachers at Olson Junior High are concerned about losing their jobs (J. Thompson, personal communication, July 3, 2004), largely due to the state’s recent financial cutbacks of fine arts programs (Pennsylvania Educational System, 2004).
2. Obesity affects as much as 17% of the total population of children, an increase which may lead to other chronic health problems (Johnson & Hammer, 2003; Christianson, 2004).
Write at least one over-arching objective (terminal objective) for the entire course and 2-4 learning objectives (enabling objectives) for each topic.
The Level 2 heading designates a subsection of the previous section. Using headings is a great way to organize a paper and increase its readability, so be sure to review heading rules on APA 3.02 and 3.03 in order to format them correctly. For shorter papers, using one or two levels is all that is needed. You would use Level 1 (centered, bold font with both uppercase and lowercase) and Level 2 (left aligned, bold, both uppercase and lowercase). This templates provides examples of APA’s four heading levels, but remember that at least two headings on the same level are needed before the next heading level. For example, a paper must have at least two level 3 headings before a level 4 heading.
Describe your own Personal Theory of Learning
Note that you should write Level 3 and 4 headings in sentence case, meaning that only the first word and any proper nouns are capitalized. The number of headings needed in a particular paper is not set, but longer papers may benefit from another heading level, such as this Level 3 heading (which is an indented, bold, lowercase paragraph heading). This should be based on theories that we have already discussed in the course.
Describe how you will use your own learning theory to teach your course.
Include at least three (3) quality references from the past (2) years from material outside the textbook.
You will want to include at least two of each kind of heading in your paper, hence this additional paragraph modeling effective heading usage. See below for further tips on using headings effectively.
APA can seem difficult to master, but following the general rules becomes easier with use. The Writing Center also offers numerous resources on its website and by email to help.
And so forth until the conclusion…..
The conclusion section should recap the major points of your paper. However, perhaps more importantly, the conclusion should also interpret what you have written and what it means in the bigger picture. To help write your concluding remarks, consider asking yourself these questions: What do you want to happen with the information you have provided? What do you want to change? What is your ultimate goal in using this information? What would it mean if the suggestions in your paper were taken and used?
(Please note that the following references are intended as EXAMPLES ONLY. Remove and insert your references)
Miller, B. & Smith, T. J. (2007). Cultural Anthropology. (Strayer University ed.). Boston, MA: Allyn & Bacon.
Smith, B. J. (2002). Child labor and major dress brands. Georgia Journal of Management, 12(3), 68-72. Retrieved from Academic Search Complete database.
Sood, A. J. (2009). Accounting for small businesses. Contemporary Accounting Research, 26(3), 566-601. doi: 10.11j/35jp0945-3463092.059
Running Head: PREPARING A LEARNING ACTIVITY 1
PREPARING A LEARNING ACTIVITY 2
Preparing a Learning Activity, Assignment 1
Dr. Sheri Burnett
EDU528 Methods of Teaching in Adult Education
Preparing a Learning Activity
Most of the people today have developed poor eating habits, which have contributed to numerous negative consequences.
For this reason, I have selected the topic of unhealthy eating habits to educate the learners on the associated ramifications and educate them on what to do to ensure that they develop a habit of healthy eating that significantly contributes to healthy lifestyles. This topic is relevant for adult learners because they are part of the increasing percentage facing ethical- associated problems, including high blood pressure (Adedeji & John, 2015). At the same time, their children are likely to develop obesity and overweight if the parents and the community do not encourage healthy eating habits.
To effectively teach the adults regarding a topic, it is vital to embrace the wlodkowski model that focuses on enthusiasm, clarity, cultural responsiveness, and expertise along with empathy. By applying the five pillars, I can successfully motivate adult learners to enjoy the learning environment also make them utilize the learning concepts in their future goals. To ensure I successfully use the expertise pillar, I will choose a captivating topic that directly impacts the adult learners, in this case, unhealthy eating habits and lifestyles. I will ensure that I gain a clear understanding of the subject and develop a thorough instruction plan which establishes a solid foundation. I will use the empathy aspect to understand the learners and consider tying the matter to their personal goals. In this regard, I will assess the learners and depict what they want to know, which will help me to suit my presentation based on their specific needs.
I will create enthusiasm for learners by making them enjoy the topic by giving a real-life scenario and depict the poor habits that adults have developed that contribute to unhealthy lifestyles. I will make them understand that the solution to this issue is practicable and achievable at all stages of life. To use the clarity pillar, I will develop a checklist to assess whether the information presented is clear. Such will enable me to come up with a well thought out a lesson plan that emphasizes clarity (Skrabut, 2019). When it comes to the cultural responsiveness pillar, I will create a suitable environment that respects opinions and experiences from others. To effectively create this conducive environment, I will create room for open discussion that helps to discuss the diverse thoughts and ideas, including criticism. It is important to note that a respectful sharing environment successfully fosters learning.
Summarize the Subject
Unhealthy eating habits can be considered as one of the leading public health concerns that impact adults, especially those transitioning into university life. Such is often facilitated by various life circumstances, including exposure to stress and lack of enough time to prepare healthy food (Adedeji & John, 2015). The psychosocial development, along with rapid physical changes among the young adults, has made them be a nutritionally vulnerable group that experiences poor eating habits, which end up failing to meet the recommended dietary requirements. Some of the unhealthy eating habits experienced in young adults in the universities and colleges include fast food and snack consumption, eating away from home, and meal skipping.
Environmental factors, including the availability of convenience stores, shopping malls, and fast food outlets, determine what the young adults consume daily. People tend to eat what tastes good to them without minding the negative repercussion such would yield (Adedeji & John, 2015). This topic is significant because it educates the students about the primary factors that contribute to chronic diseases, including obesity and overweight, which eventually result in death and disability. The topic is important to me and others because it creates a keen interest in the food intake choices and calls for proper food guidance to all the individuals, likely to improve both their health and wellbeing.
Determine the Learner's Experience, Goals, Perspectives, and Attitudes
The learners in this scenario are university students, and many of them have experienced poor eating habits not just amongst themselves, but also from their peers. Learners are quite knowledgeable about the growing concern about the obesity issue amongst college students. Some do not recognize that the period spent in studying at colleges can turn their lives to worst since they can quickly develop some of the chronic diseases due to poor eating habits (Kwan & Gordon, 2016). Everybody wants to remain healthy throughout the lifespan, and alongside educational goals, the adult students should also set health-related goals to facilitate learning. They often perceive that unhealthy eating habits do not affect academic goal achievement, but researchers have suggested eating diets full of fats can negatively affect memory and learning. The leaners possess good attitudes towards the topic because they want to achieve the academic goals also lead healthy lifestyles.
Create a short outline for the sequence for presenting the learning material.
· Introduce the topic
· Illustrate the concept of the food environment
· Depict the various types of environmental influences that impact food choices
· Explain the role of environment linked with healthy eating habits
· Describe the necessary strategies that enhance healthy eating habits among adults.
Explain how you will create a safe learning environment and motive the learner.
It is essential to recognize that adults lead adult lives and have broad responsibilities together with constraints that hinder them from actively participating in the learning activities. Similarly, the increased efforts to develop their literacy skills make motivation one of the challenging aspects to do to adults. As an instructor, I will have to create a safe learning environment that motivates the adult learners to be persistent in the presentation I am to deliver to them. One critical aspect to consider is to develop their self- efficacy by making them recognize their abilities to succeed in healthy lifestyles that will have positive outcomes for their lives (Malamed, 2015). I will also develop essential learning goals that focus on mastery, performance-approach, and performance-avoidance goals. While teaching the learners about the topic, I will offer specific, clear, and accurate feedback, which can quickly motivate them. Besides, I will rephrase my explanations to suit ways that drive persistence.
With your topic in mind and the short time frame, identify two (2) tools, from your research, you will use to ensure inclusion of diverse adult learners, and then discuss how you will incorporate them.
The benefits of using technology in a classroom setting outweigh the associated hesitations, given that they provide an opportunity for spontaneous learning and will help me to access the reactions and the feedback of the students. The two tools that I will use to ensure inclusion in the short time includes embracing a Twitter social media account also the Learning Management Analytics. The young adults are typically accustomed to posting online and often prefer an online interaction while giving feedback as it allows them to have interpersonal communication (Hodson, 2016). To incorporate Twitter into the class environment, I will open a twitter's hashtag blog that will allow the students to post their feedback and insights regarding the topic I am discussing. I will begin a "#promote healthy habit" that will permit the shy students to participate in the forum without necessarily having to speak in the public hearing. I will also request the students to access their respective Learning Management System and post some facts about what I am discussing and allow them to view the PowerPoint presentation that I have prepared.
Regarding the Learning Management System (LMS), I will use the Learning Management Analytics (LMA) provided to check those who viewed the presentation I post. To assess whether the tool was successful, I will post a survey question on the course material to test the understanding of the topic I have delivered. In addition to this, I will solicit anonymous feedback to check whether the issue was well addressed (Hodson, 2016). I will then take every point as necessary and clarify concepts that need further elaboration. When it comes to the twitter tool, I will evaluate the feedback presented and clarify the issues presented through timely responses. I will also check if the topic brought about a lifelong learning aspect by checking whether the learners continue to reach out even after the presentation has ended.
Adedeji & John. (2015). Food Environment and Unhealthy Eating Habits among Adolescents in Tertiary Institutions. American International Journal of Research in Humanities, Arts and Social Sciences.
Hodson, J. (2016, May 20). The Wired Classroom: Leveraging Technology to Engage Adult Learners. Retrieved from https://evolllution.com/programming/teaching-and-learning/the-wired-classroom-leveraging-technology-to-engage-adult-learners/
Kwan, M. Y., & Gordon, K. H. (2016). The effects of social support and stress perception on bulimic behaviors and unhealthy food consumption. Eating Behaviors, 22, 34-39. doi: 10.1016/j.eatbeh.2016.03.024
Malamed, C. (2015). Visual Design Solutions: Principles and Creative Inspiration for Learning Professionals. Hoboken, NJ: John Wiley & Sons.
Skrabut, S. (2019, May 26). What Makes a Motivating Instructor? Retrieved from https://tubarksblog.com/2011/01/19/what-makes-a-motivating-instructor/