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Mid-term Exams Next Week Sept 30th-Oct 3rd

by Stephanie Campbell -

OK, Students, its time to take mid-terms beginning Monday, September 30th - October 3rd. Please study hard, and we pray and support your success! Please see the schedule for your mid-terms which will be in your meeting locations for your courses or online for those of you taking online courses.  You can do this!!!!

Dr. Campbell

Edward Waters College
Fall 2019 Mid-term Examination Schedule
Monday, September 30th- Thursday, October 3rd, 2019


Monday/Wednesday/Friday (M,W,F)       Monday/Wednesday(M,W) Monday/Friday (M,F)                  8:00 a.m. Mon., Sept 30
  9:00 a.m. or 9:30 a.m. Wed., Oct 2
  10:00 a.m. or 10:30 a.m. Mon., Sept 30
  11:00 a.m. Wed., Oct 2
  1:00 p.m. Mon., Sept 30
  2:00 p.m. or 2:30 p.m. Wed., Oct 2
  3:00 p.m. Mon., Sept 30
  4:00 p.m. Wed., Oct 2
  5:00 p.m. or 5:30 p.m. Mon., Sept 30
  6:00 p.m. Wed., Oct 2
  7:00 p.m Mon., Sept 30
  8:00 p.m. or 8:30 p.m. Wed., Oct 2
     
Tuesday/Thursday (T, Z) 8:00 a.m. Tues., Oc1
  9:30 a.m. Thurs., Oct 3
  11:00 a.m. Tues., Oct 1
  1:00 p.m. Thurs., Oct 3
  2:30 p.m. Tues., Oct 1
  4:00 p.m. Thurs., Oct 3
  5:30 p.m. Tues., Oct 1
  7:00 p.m. Thurs., Oct 3
  8:30 p.m. Tues., Oct 1

Spring 2019 Mid-term Exams

by Stephanie Campbell -

Students we want you to study hard and be successful next week on your exams. All study halls are open for your convenience as follows:

Monday -Friday 8am - 5pm- Polly Brooks

Monday -Thursday 8am -9pm - Centennial Library

Monday -Friday- 8am-5pm - Hatcher Stewart, Room 105

Monday - Friday - 8am- 5pm-Writing Center (Writing Assistance Only)

Monday-Friday-8am-5pm-James Weldon Johnson

We hope to see you there. Tutors are on hand to assist you. Please see the exam schedule attached.

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Available courses

This course is an introduction to American Government, providing knowledge of the ideas and institutions that shape politics in the United States. This course will focus on the procedures and intermingling of the three branches of the U.S. Government: Legislative, Executive, and Judicial. There will be a review of the strategies, roles, and limitations of governmental leaders and citizens, with specific focus on communication channels and interaction within constitutional parameters. This course will reinforce opportunities for debates on specific course content and general class discussion.

 This course is an introduction to American Government, providing knowledge of the ideas and institutions that shape politics in the United States. This course will focus on the procedures and intermingling of the three branches of the U.S. Government: Legislative, Executive, and Judicial. There will be a review of the strategies, roles, and limitations of governmental leaders and citizens, with specific focus on communication channels and interaction within constitutional parameters. This course will reinforce opportunities for debates on subject content and general class discussion.  Ultimately, students will be expected to have a more comprehensive understanding of the forces that shape American Government and Politics.

This course is an internship program, which is designed to provide students with both field experience and practical classroom lectures. Students enrolled in this course will be required to complete a minimum of 240 contact hours working in an industry setting. These contact hours will be supplemented with group discussions on scheduled dates covering individual internship experience, organizational ethics, leadership skills, employee and organizational relationship, team-work awareness, and project management, and resume writing/job interview skills. At the end of this course, students should be able to:

 • Identify primary responsibilities of the corporate world and learn how real-world corporate decisions are made in various settings.

 • Complete assigned research and writing projects on corporate ethical responsibilities of the industry.

 • Network, interact, and learn leadership skills from real-world

 • Corporate leaders, and technically present such new learning through report writing, presentations, and analysis of the internship organizational setting.


This course provides an introduction to entrepreneurship and innovation for undergraduate students and designed to cover the characteristics and types of entrepreneurs, identifying problems and opportunities, creative problem solving, developing a viable business model and entrepreneurial ethics. It is an examination of how entrepreneurs identify potential opportunities for new ventures.  

EDWARD WATERS COLLEGE

DEPARTMENT OF TEACHER EDUCATION AND URBAN STUDIES SYLLABUS

Basic Information

Term: Spring 2020

Meeting Time and Location-Tuesday and Thursday

5:30 p.m. to 6:30 p.m.

Instructor’s Name Ms. Halima Scurry

Instructor Email- h.a.scurry@ewc.edu or scurry_halima@yahoo.com (preferred

Office Location- Room 03

Office Number- (904) 470-8064

Catalog Description- HPL 1002C

This course is designed to acquaint the student with personal/community health problems and how solutions can be achieved in and through health agencies and school health programs in our community.

 

 

Prerequisites- None

Texts, Materials- Health Making Choices for Life

Authors: Lynch, Elmore & Kotecki

9780321516411

Book Required (online textbook)

(Book can be obtain at the bookstore)

 

 

Disclaimer- The instructor has the right to alter or adjust the syllabus as needed.

Standards Addressed in this course:

1. Instructional Design and Lesson Planning. Applying concepts from human development and learning theories, the effective educator consistently:

a. Aligns instruction with state-adopted standards at the appropriate level of rigor;

b. Sequences lessons and concepts to ensure coherence and required prior knowledge;

c. Designs instruction for students to achieve mastery;

d. Selects appropriate formative assessments to monitor learning;

e. Uses diagnostic student data to plan lessons; and,

f. Develops learning experiences that require students to demonstrate a variety of applicable skills and competencies.

 

2. The Learning Environment. To maintain a student-centered learning environment that is safe, organized, equitable, flexible, inclusive, and collaborative, the effective educator consistently:

a. Organizes, allocates, and manages the resources of time, space, and attention;

b. Manages individual and class behaviors through a well-planned management system;

c. Conveys high expectations to all students;

d. Respects students’ cultural linguistic and family background;

e. Models clear, acceptable oral and written communication skills;

f. Maintains a climate of openness, inquiry, fairness and support;

g. Integrates current information and communication technologies;

h. Adapts the learning environment to accommodate the differing needs and diversity of students; and,

i. Utilizes current and emerging assistive technologies that enable students to participate in high-quality communication interactions and achieve their educational goals.

 

3. Instructional Delivery and Facilitation. The effective educator consistently utilizes a deep and comprehensive knowledge of the subject taught to:

a. Deliver engaging and challenging lessons;

b. Deepen and enrich students’ understanding through content area literacy strategies, verbalization of thought, and application of the subject matter;

c. Identify gaps in students’ subject matter knowledge;

d. Modify instruction to respond to preconceptions or misconceptions;

e. Relate and integrate the subject matter with other disciplines and life experiences;

f. Employ higher-order questioning techniques;

g. Apply varied instructional strategies and resources, including appropriate technology, to provide comprehensible instruction, and to teach for student understanding;

h. Differentiate instruction based on an assessment of student learning needs and recognition of individual differences in students;

i. Support, encourage, and provide immediate and specific feedback to students to promote student achievement; and,

j. Utilize student feedback to monitor instructional needs and to adjust instruction.

 

4. Assessment. The effective educator consistently:

a. Analyzes and applies data from multiple assessments and measures to diagnose students’ learning needs, informs instruction based on those needs, and drives the learning process;

b. Designs and aligns formative and summative assessments that match learning objectives and lead to mastery;

c. Uses a variety of assessment tools to monitor student progress, achievement and learning gains;

d. Modifies assessments and testing conditions to accommodate learning styles and varying levels of knowledge;

e. Shares the importance and outcomes of student assessment data with the student and the student’s parent/caregiver(s); and,

f. Applies technology to organize and integrate assessment information.

(b) Continuous Improvement, Responsibility and Ethics.

 

1. Continuous Professional Improvement. The effective educator consistently:

a. Designs purposeful professional goals to strengthen the effectiveness of instruction based on students’ needs;

b. Examines and uses data-informed research to improve instruction and student achievement;

c. Uses a variety of data, independently, and in collaboration with colleagues, to evaluate learning outcomes, adjust planning and continuously improve the effectiveness of the lessons;

d. Collaborates with the home, school and larger communities to foster communication and to support student learning and continuous improvement;

e. Engages in targeted professional growth opportunities and reflective practices; and,

f. Implements knowledge and skills learned in professional development in the teaching and learning process.

 

2. Professional Responsibility and Ethical Conduct. Understanding that educators are held to a high moral standard in a community, the effective educator adheres to the Code of Ethics and the Principles of Professional Conduct of the Education Profession of Florida, pursuant to Rules 6A-10.080 and 6A-10.081, F.A.C., and fulfills the expected obligations to students, the public and the education profession.

 

 

 

Student Learning Outcomes

STANDARDS ADDRESSED IN THE COURSE:

Florida Educator Accomplished Practices (FEAPs)

Professional Education Competencies and Skills for Teacher Certification (PECs)

Uniform Core Curriculum (UCC)

ESOL Performance Standards and ESOL Competencies (ESOL)

Reading Endorsement Competencies (REC)

 

By the end of this course, the teacher candidate will be able to:

Florida Educator Accomplished Practices (FEAPs)

(1) Purpose and Foundational Principles.

(a) Purpose. The Educator Accomplished Practices are set forth in rule as Florida’s core standards for effective educators. The Accomplished Practices form the foundation for the state’s teacher preparation programs, educator certification requirements and school district instructional personnel appraisal systems.

(b) Foundational Principles. The Accomplished Practices are based upon and further describe three (3) essential principles:

1. The effective educator creates a culture of high expectations for all students by promoting the importance of education and each student’s capacity for academic achievement.

2. The effective educator demonstrates deep and comprehensive knowledge of the subject taught.

3. The effective educator exemplifies the standards of the profession.

(2) The Educator Accomplished Practices. Each effective educator applies the foundational principles through six (6) Educator Accomplished Practices.

Each of the practices is clearly defined to promote a common language and statewide understanding of the expectations for the quality of instruction and professional responsibility.

(a) Quality of Instruction.

1. Instructional Design and Lesson Planning. Applying concepts from human development and learning theories, the effective educator consistently:

a. Aligns instruction with state-adopted standards at the appropriate level of rigor;

b. Sequences lessons and concepts to ensure coherence and required prior knowledge;

c. Designs instruction for students to achieve mastery;

d. Selects appropriate formative assessments to monitor learning;

e. Uses diagnostic student data to plan lessons; and

f. Develops learning experiences that require students to demonstrate a variety of applicable skills and

competencies.

2. The Learning Environment. To maintain a student-centered learning environment that is safe, organized, equitable, flexible, inclusive, and collaborative, the effective educator consistently:

a. Organizes, allocates, and manages the resources of time, space, and attention;

b. Manages individual and class behaviors through a well-planned management system;

c. Conveys high expectations to all students;

d. Respects students’ cultural linguistic and family background;

e. Models clear, acceptable oral and written communication skills;

f. Maintains a climate of openness, inquiry, fairness and support;

g. Integrates current information and communication technologies;

h. Adapts the learning environment to accommodate the differing needs and diversity of students; and

i. Utilizes current and emerging assistive technologies that enable students to participate in high-quality communication interactions and achieve their educational goals.

3. Instructional Delivery and Facilitation. The effective educator consistently utilizes a deep and

comprehensive knowledge of the subject taught to:

a. Deliver engaging and challenging lessons;

b. Deepen and enrich students’ understanding through content area literacy strategies, verbalization of thought, and application of the subject matter;

c. Identify gaps in students’ subject matter knowledge;

d. Modify instruction to respond to preconceptions or misconceptions;

e. Relate and integrate the subject matter with other disciplines and life experiences;

f. Employ higher-order questioning techniques;

g. Apply varied instructional strategies and resources, including appropriate technology, to provide comprehensible instruction, and to teach for student understanding;

h. Differentiate instruction based on an assessment of student learning needs and recognition of individual differences in students;

i. Support, encourage, and provide immediate and specific feedback to students to promote student achievement; and

j. Utilize student feedback to monitor instructional needs and to adjust instruction.

4. Assessment. The effective educator consistently:

a. Analyzes and applies data from multiple assessments and measures to diagnose students’ learning needs, informs instruction based on those needs, and drives the learning process;

b. Designs and aligns formative and summative assessments that match learning objectives and lead to mastery;

c. Uses a variety of assessment tools to monitor student progress, achievement and learning gains;

d. Modifies assessments and testing conditions to accommodate learning styles and varying levels of knowledge;

e. Shares the importance and outcomes of student assessment data with the student and the student’s parent/caregiver(s); and

f. Applies technology to organize and integrate assessment information.

(b) Continuous Improvement, Responsibility and Ethics.

1. Continuous Professional Improvement. The effective educator consistently:

a. Designs purposeful professional goals to strengthen the effectiveness of instruction based on students’ needs;

b. Examines and uses data-informed research to improve instruction and student achievement;

c. Uses a variety of data, independently, and in collaboration with colleagues, to evaluate learning outcomes, adjust planning and continuously improve the effectiveness of the lessons;

d. Collaborates with the home, school and larger communities to foster communication and to support student learning and continuous improvement;

e. Engages in targeted professional growth opportunities and reflective practices; and

f. Implements knowledge and skills learned in professional development in the teaching and learning process.

2. Professional Responsibility and Ethical Conduct. Understanding that educators are held to a high moral standard in a community, the effective educator adheres to the Code of Ethics and the Principles of Professional Conduct of the Education Profession of Florida, pursuant to Rules 6B-1.001 and 6B-1.006, F.A.C., and fulfills the expected obligations to students, the public and the education profession.

 

Subject Area Competencies

6Knowledge of lifetime health, wellness and physical fitness.

3. Demonstrate knowledge of nutrition and exercise and their roles in meeting the needs of all students.

7. Determine how human body systems (e.g., muscular, cardiovascular, nervous, skeletal) adapt to physical activity.

9. Identify community opportunities for participation in a variety of physical activities.

Uniform Core Curriculum (UCC)

1.1 h Knowledge of home, school and community health and safety issues

1. Identify factors contributing to substance use and abuse and identify signs, symptoms, effects,

and strategies for the prevention of substance abuse.

Reading Endorsement Competencies (REC)

Competency 4: Foundations and Applications of Differentiated Instruction

4.15 Implement research-based instructional practices for developing students’ higher order thinking.

4.16 Implement research-based instructional practices for developing students’ ability to read critically.

4.17 Implement research-based instructional practices using writing to develop students’ comprehension of text.

 

 

 

 

 

2. Demonstrate knowledge of resources from home, school, and community that provide valid

health information, products, and services.

3. Identify appropriate violence prevention strategies in the home, school, and community.

4. Identify appropriate injury prevention and safety strategies in the home, school, and community.

 

ESOL Performance Standards and ESOL Competencies

Standard 1: Culture as a Factor in ELLs’ Learning

1.1. a. Understand and apply knowledge about cultural values and beliefs in the context of teaching and learning of ELLs, from diverse backgrounds and at varying English proficiency levels.

 

 

 

 

 

 

 

 

 

 

Competencies of Health that will be explored in addition to the Subject Area Competencies (mentioned above) :

Knowledge of the foundation, theories, and principles of health education

Knowledge of health education standards and health literacy

Knowledge of personal health behaviors and wellness

Knowledge of human anatomy and physiology

Knowledge of pathology and prevention of human and disorders

Knowledge of interpersonal health

Knowledge of sexual health

Knowledge of nutrition and physical fitness

Knowledge of mental and emotional health

Knowledge of substance use, abuse, and dependency and addictive behaviors

Knowledge of violence prevention and intervention

Knowledge of consumer health-related practice and media literacy

Knowledge of community health

Knowledge of environmental health

Knowledge of unintentional injury and safety practices

 

Program Outcomes- This course applies to the major in Department of Teacher Education and Urban Studies and contributes to the following program-level outcomes:

  •  

To successfully complete the Edward Waters College Teacher Education Program and to be endorsed for certification as a teacher in State of Florida, a student must have passing scores on the Florida Teacher Certification Examinations (FTCE – General Knowledge, Subject Area, and Professional) and understand the standards of Florida Education Accomplished Competencies, the Subject Area Competencies, and the Professional Area Competencies and demonstrate proficiency in the four areas listed below.

REFLECTIVE DECISION-MAKING: Upon completion of the EWC TEP, each teacher candidate will acquire the ability to take risks and decide the best course of action in a given situation. In addition, teacher candidate will engage in reflective teaching and decision-making by continuously assessing themselves as educators and their students as learners by adjusting teaching and assessment.

INSTRUCTIONAL LEADER: Upon completion of the EWC TEP, each teacher candidate will be an instructional, knowledgeable leader in his/her respective content area(s).

SYSTEMATIC PLANNER: Upon completion of the EWC TEP, each teacher candidate will become systematic planners who welcome the challenge of meeting the needs of an increasingly diverse and inclusive community of learners.

EFFECTIVE COMMUNICATOR: Upon completion of the EWC TEP, each teacher candidate will demonstrate the tools to identify, characterize, and effectively communicate with diverse ethnic, cultural, and linguistic groups present in today’s classrooms.

 

METHODS OF INSTRUCTIONS

A variety of technological and informational resources (e.g. libraries, databases, computer networks, video, overhead transparencies)

Lectures

Group Presentations

Individual Presentations

Reading in textbook(s)

Modeling

Class Discussion

Written Assignments

 

Academic Policies

 

Academic Dishonesty- Academic dishonesty and plagiarism are very serious offenses. Each student is expected to do his/her own thinking on all quizzes, tests, class work, book reports, research papers, and homework assignments. If any student is found to be copying from another student, books, or internet sites, or cheating during a quiz or test, he/she will be referred to the Student Counseling Center, have a conference with the teacher, and a grade of F for this course will be awarded. The student may also be dropped from the course.

 

Attendance- No more than three (3) unexcused absences are permitted in a semester in order to pass this course. All other absences require a doctor’s note, hospital note, court form, juror duty request, obituary program, or an official note to be considered as an excused absence. Attendance plays a major role in the learning process. Students should attend class prepared to work in order to achieve academic success.

 

Late Work- No late work accepted.

 

Absences Caused by Short-term Suspensions- Provide the policy regarding absences that result from short-term suspensions. This may be folded in to the attendance and late work policies above, or it can be a separate statement such as the following: Absences that result from short-term suspensions due to violations of the principles outlined in the Student Life Agreement will be treated as unexcused absences, and significant academic penalties may apply as a result of such unexcused absences. 

 

 

Attendance Policy

(Effective Fall 2016-Campus Wide)

 

Students must be present for 80% of the scheduled course time in order to receive credit for a course. Please note that students who miss more than six (6) class periods will not receive credit for the course and will be given an FN grade (Failure for Non-Attendance). We will no longer provide excused absences to ensure compliance to this policy. Students with extenuating circumstances may appeal to the Office of Academic Affairs and may be granted an administrative withdrawal from their respective course (s) and/or receive a W, WP, or WF depending on their grade and time period in the semester at which they fail to meet the 66% attendance rule. Students representing the college with sufficient documentation from the Athletic Department, Choir, Band, and other auxiliary organizations will receive an excuse for “Official College Business.”

Note: Students conducting “Official College Business” are required to attend all classes unless the Office of Academic Affairs and the Instructor of Record have been given prior notice by the activity director that the student will be absent. Under no circumstances will students be excused from class for practice.

Late Arrival Policy

It is important that students arrive to class on time.

Because we cannot always plan for unforeseen circumstances, students will be allowed a grace period of 5 minutes only.

Beyond 5 minutes up to 15 minutes late, students will be marked tardy. The accumulation of 3 tardies will be the equivalent of 1 absence.

Students who are late beyond 15 minutes, for any reason, will be marked absent for the day.

Remember: Students must attend at least 80% of class sessions to receive any credit for the course.

 

Outside-of-Class Expectations- Learning takes time; the more effectively you spend time, the greater the chance of success in learning. To maximize learning in this class, you should budget at least 2.5 hours outside of class for every 1 hour of scheduled class time.

 

 

Class Expectations- The College seeks to provide an environment where discussions and expressions of all views relevant to the subject are recognized and necessary to the educational process. Students do not have the right to interfere with the instructor’s right to teach or the other students’ right to learn. A student demonstrating inappropriate behavior during class time will be asked to leave the class. The student’s behavior will be discussed with the instructor following the class or prior to the next class session.

Cell phones are not needed in class. Leave them home, or they must be turned off during class time. They are distracting for other students who are here to learn as well as a distraction to the instructor.

 

Disability Accommodations- Disability Accommodations- If a student has a disability that qualifies under the Americans Disability Act (ADA) and requires accommodations; he/she should contact the Counseling Center for information on appropriate policies and procedures. Disabilities covered by ADA may include learning, psychiatric, physical disabilities, or chronic health disorders. Students can contact the Counseling Center staff if they are not certain whether a medical condition/disability qualifies.

 

Address: Edward Waters College Counseling Center 1658 Kings Road

Jacksonville, FL 32209 Telephone: 904.470.8990 or 8231 Fax: 904.470.8036

Individuals with hearing impairments can contact our office using the Florida Relay Service at 1-800-955-8771 (TTY) or email Ragan Summers at ragan.summers@ewc.edu.

 

Dress Code- Students must dress in a manner that will not constitute a disruption or a safety hazard or exhibit impropriety in the College:

 

Student dress and grooming shall be neat and clean.

Shoes/sneakers shall be worn. Bedroom slippers should not be worn outside dormitories.

Students should refrain from wearing clothing that promotes alcohol, cigarettes, sexual impressions, violence, drugs and profanity.

Revealing clothing should not be worn. The wearing of overly tight, distracting see through or mesh garments, extreme styles or inappropriate apparel is not permitted.

Male students shall not wear hats, caps, and/or head attire inside any of the campus buildings.

Pants or skirts must be pulled up to the waist and worn at the waist at all times

Course Outline and Schedule

 

  •  

 

 

 

 

Week 1

 

Student Learning Outcomes

 

Knowledge of the foundation, theories, and principles of health

 

 

Introductions

(Ice Breaker)

Classroom rules

Syllabus overview

Book:

Health

Making Choices for Life

Author: Lynch, Elmore & Kotecki

Speak Business Casual Dates

Extra Credit

Determine Dates of Business Casual Days

 

Let everyone

(students) come up with what chapter they want to present/teach

No Student Presentations

 

No

Assignments

Due

 

 

 

Week 2

 

 

 

Knowledge of the foundation, theories, and principles of health

 

 

 

 

Give Pre-Test

results to How much you know about health?

Start Data for Pre-Test

 

Review APA Format

 

 

 

Choosing for Change

 

 

Week 3

 

 

Knowledge of the foundation, theories, and principles of health

 

Knowledge of community health

 

 

Chapter

1& 2

Review

Chapter

1 (Model

How class should be taught (Done

by instructor)

and Give Pre-Test

results to How much you know about health?

Start Data for Pre-Test

 

Review

(student presentation)

 

Choosing for Change

 

 

Week 4

 

Knowledge of the foundation, theories, and principles of health

 

Knowledge of human anatomy and physio student presentation)

Chapters

3 &4

5&6

Review

 

(student presentation)

 

Choosing for Change

 

 

 

 

 

 

 

 

Week 5

 

Knowledge of the foundation, theories, and principles of health

 

Knowledge of human anatomy and physiology

 

Work on Case Study

Complete One Journal Articles

(Which will be added to Portfolio) The article must be in APA format Articles topic can be on anything healthcare related. The article summary should at least be a page. You should have a paragraph summarizing the article and the second paragraph sharing your thoughts about the article.

 

Choosing for Change

 

 

Week 6

 

Knowledge of human anatomy and physiology

 

Knowledge of pathology and prevention of human diseases and Disorders

 

Knowledge of community health

Chapters

7& 8

 

Review

(student presentation)

 

Choosing for Change

 

 

 

 

Week 7

 

 

 

 

 

Knowledge of the foundation, theories, and principles of health

Chapters

9 &10

Mid-term

All Assignments

Due

For Midterm

 

Review

(student presentation)

 

 

 

 

 

 

 

 

 

 

Choosing for Change

 

 

 

 

 

 

 

 

 

 

 

 

 

Week 8

 

 

 

Knowledge of human anatomy and physiology

 

Knowledge of pathology and prevention of human diseases and Disorders

Chapters

1-10

 

Briefly review all

Chapters

1-10

 

 

 

 

 

Choosing for Change

 

 

Week 9

 

Knowledge of human anatomy and physiology

 

Knowledge of pathology and prevention of human diseases and Disorders

 

Knowledge of community health

Chapters

11 & 12

Review

(student presentation)

 

 

Choosing for Change

 

Week 10

 

Knowledge of human anatomy and physiology

 

Knowledge of pathology and prevention of human diseases and Disorders

 

Knowledge of community health

Chapters

13 & 14

Review

(student presentation)

 

 

Choosing Change

 

 

 

Week 11

 

 

 

Knowledge of human anatomy and physiology

 

Knowledge of pathology and prevention of human diseases and Disorders

 

Knowledge of community health

 

Chapters

15 &16

 

Review

(student presentation)

 

 

Choosing for Change

 

Week 12

 

Knowledge of human anatomy and physiology

 

Knowledge of pathology and prevention of human diseases and Disorders

 

Knowledge of community health

Chapters

17 & 18

Review

All Chapters

Complete any Choosing For Change or Mid Term Assignments not completed

Choosing for Change

 

Week 13

 

 

Knowledge of human anatomy and physiology

 

Knowledge of pathology and prevention of human diseases and Disorders

 

Knowledge of community health

Chapters 19 & 20

Review

(student presentation)

 

Choosing for Change

 

Week 14

 

Knowledge of human anatomy and physiology

 

Knowledge of pathology and prevention of human diseases and Disorders

 

Knowledge of community health

Chapter 21

 

Review

(student presentation)

 

 

 

Choosing Change

 

Week 15

 

 

Knowledge of human anatomy and physiology

 

Knowledge of pathology and prevention of human diseases and Disorders

 

Knowledge of community

Chapter 22

Review

(student presentation)

Any Presentations that haven’t been completed

 

 

Choosing for

Change

Week 16

 

Knowledge of human anatomy and physiology

 

Knowledge of pathology and prevention of human diseases and Disorders

 

Knowledge of community health

 

 

Any Presentations that haven’t been completed

Start Final Exam PowerPoints

 

Final Exam Date Announced

 

 

 

Choosing

Change

Week 17

 

Knowledge of human anatomy and physiology

 

Knowledge of pathology and prevention of human diseases and Disorders

 

Knowledge of community health

Final Exam

Final Exam Week

Final Exam Date will be on date Announced

Choosing

for Change

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Assessment and Grades

 

 

Assessment- Learning will be assessed through the following methods: critical task, weekly assignments, pre-test and post-test.

 

Final Grades- Final grades will be calculated as follows:

 

 

 

 

 

Components of Final Grade

 

 

Grading Scale

Portfolio (Choosing for Change, Journal Articles and

Case Study)/Individual Presentations

FEAPS USED for these assignments:

1. Instructional Design and Lesson Planning. Applying concepts from human development and learning theories, the effective educator consistently:

a. Aligns instruction with state-adopted standards at the appropriate level of rigor;

b. Sequences lessons and concepts to ensure coherence and required prior knowledge;

c. Designs instruction for students to achieve mastery;

d. Selects appropriate formative assessments to monitor learning;

e. Uses diagnostic student data to plan lessons; and

f. Develops learning experiences that require students to demonstrate a variety of applicable skills and

competencies.

2. The Learning Environment. To maintain a student-centered learning environment that is safe, organized, equitable, flexible, inclusive, and collaborative, the effective educator consistently:

a. Organizes, allocates, and manages the resources of time, space, and attention;

b. Manages individual and class behaviors through a well-planned management system;

c. Conveys high expectations to all students;

d. Respects students’ cultural linguistic and family background;

e. Models clear, acceptable oral and written communication skills;

f. Maintains a climate of openness, inquiry, fairness and support;

g. Integrates current information and communication technologies;

h. Adapts the learning environment to accommodate the differing needs and diversity of students; and

i. Utilizes current and emerging assistive technologies that enable students to participate in high-quality communication interactions and achieve their educational goals.

 

Subject Area Competencies Used for these assignments:

6Knowledge of lifetime health, wellness and physical fitness.

3. Demonstrate knowledge of nutrition and exercise and their roles in meeting the needs of all students.

7. Determine how human body systems (e.g., muscular, cardiovascular, nervous, skeletal) adapt to physical activity.

9. Identify community opportunities for participation in a variety of physical activities.

Uniform Core Curriculum

(UCC) used for this assignment:

1.1 h Knowledge of home, school and community health and safety issues

1. Identify factors contributing to substance use and abuse and identify signs, symptoms, effects,

and strategies for the prevention of substance abuse.

2. Demonstrate knowledge of resources from home, school, and community that provide valid

health information, products, and services.

 

 

 

 

Choosing Change 11.7

Journal Articles (Extra Credit) 11.7

Case Study

11.7

and Individual Sessions /35 points

 

Grade

35/

35

 

Total Points

 

Grade

Critical Task 1 Part A.

Critical Task 1

Community Service Project-City Recuse Mission

FEAPS Used:

The Learning Environment. To maintain a student-centered learning environment that is safe, organized, equitable, flexible, inclusive, and collaborative, the effective educator consistently:

a. Organizes, allocates, and manages the resources of time, space, and attention;

b. Manages individual and class behaviors through a well-planned management system;

c. Conveys high expectations to all students;

d. Respects students’ cultural linguistic and family background;

e. Models clear, acceptable oral and written communication skills;

f. Maintains a climate of openness, inquiry, fairness and support;

g. Integrates current information and communication technologies;

h. Adapts the learning environment to accommodate the differing needs and diversity of students; and

i. Utilizes current and emerging assistive technologies that enable students to participate in high-quality communication interactions and achieve their educational goals.

Subject Area Competencies Used for these assignments:

6Knowledge of lifetime health, wellness and physical fitness.

7. Determine how human body systems (e.g., muscular, cardiovascular, nervous, skeletal) adapt to physical activity.

Uniform Core Curriculum

(UCC) used for this assignment:

1.1 h Knowledge of home, school and community health and safety issues

2. Demonstrate knowledge of resources from home, school, and community that provide valid

health information, products, and services.

 

 

 

50

 

A

420-380

 

 

 

Mid-Term Exam

Critical Task 1 Part B Health Awareness Bulletin Board Awareness Campaign (For Different Ethnic Backgrounds) (The Learning Environment. To maintain a student-centered learning environment that is safe, organized, equitable, flexible, inclusive, and collaborative, the effective educator consistently:

a. Organizes, allocates, and manages the resources of time, space, and attention;

b. Manages individual and class behaviors through a well-planned management system;

c. Conveys high expectations to all students;

d. Respects students’ cultural linguistic and family background;

e. Models clear, acceptable oral and written communication skills;

f. Maintains a climate of openness, inquiry, fairness and support;

g. Integrates current information and communication technologies;

h. Adapts the learning environment to accommodate the differing needs and diversity of students; and

i. Utilizes current and emerging assistive technologies that enable students to participate in high-quality communication interactions and achieve their educational goals.

Subject Area Competencies Used for these assignments:

6Knowledge of lifetime health, wellness and physical fitness.

7. Determine how human body systems (e.g., muscular, cardiovascular, nervous, skeletal) adapt to physical activity.

(UCC) used for this assignment:

1.1 h Knowledge of home, school and community health and safety issues

2. Demonstrate knowledge of resources from home, school, and community that provide valid

health information, products, and services.

 

ESOL Performance Standards and ESOL Competencies used for this assignment:

Standard 1: Culture as a Factor in ELLs’ Learning

1.1. a. Understand and apply knowledge about cultural values and beliefs in the context of teaching and learning of ELLs, from diverse backgrounds and at varying English proficiency levels.

 

Reading Endorsement Competencies (REC) used for this assignment:

Competency 4: Foundations and Applications of Differentiated Instruction

4.15 Implement research-based instructional practices for developing students’ higher order thinking.

4.16 Implement research-based instructional practices for developing students’ ability to read critically.

4.17 Implement research-based instructional practices using writing to develop students’ comprehension of text.

 

 

 

 

 

 

 

50

 

C

379-339

 

 

 

Final Exam

Critical Task 2

(PowerPoint Presentation)

How a Particular Disease has Impacted Your Family or Community

The Learning Environment. To maintain a student-centered learning environment that is safe, organized, equitable, flexible, inclusive, and collaborative, the effective educator consistently:

a. Organizes, allocates, and manages the resources of time, space, and attention;

b. Manages individual and class behaviors through a well-planned management system;

c. Conveys high expectations to all students;

d. Respects students’ cultural linguistic and family background;

e. Models clear, acceptable oral and written communication skills;

f. Maintains a climate of openness, inquiry, fairness and support;

g. Integrates current information and communication technologies;

h. Adapts the learning environment to accommodate the differing needs and diversity of students; and

i. Utilizes current and emerging assistive technologies that enable students to participate in high-quality communication interactions and achieve their educational goals.

Subject Area Competencies Used for these assignments:

6Knowledge of lifetime health, wellness and physical fitness.

7. Determine how human body systems (e.g., muscular, cardiovascular, nervous, skeletal) adapt to physical activity.

(UCC) used for this assignment:

1.1 h Knowledge of home, school and community health and safety issues

2. Demonstrate knowledge of resources from home, school, and community that provide valid

health information, products, and services.

 

ESOL Performance Standards and ESOL Competencies used for this assignment:

Standard 1: Culture as a Factor in ELLs’ Learning

1.1. a. Understand and apply knowledge about cultural values and beliefs in the context of teaching and learning of ELLs, from diverse backgrounds and at varying English proficiency levels.

 

Reading Endorsement Competencies (REC) used for this assignment:

Competency 4: Foundations and Applications of Differentiated Instruction

4.15 Implement research-based instructional practices for developing students’ higher order thinking.

4.16 Implement research-based instructional practices for developing students’ ability to read critically.

4.17 Implement research-based instructional practices using writing to develop students’ comprehension of text.

 

 

 

 

 

 

 

50

 

D

338-298

 

 

 

Pre-Test (Data Graphing Included

in Grade)

Post-Test

100

100

 

F

Below 297

 

 

 

Total

420

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Assignments- Students are required to do weekly health assignments (appendix A).

The portfolio will be grade weekly Make sure you are keeping up with chapters (chapters

must be typed).

 

Assignment Portfolio:Appendix A

Critical Tasks 1 (Part A and B):Appendix B&C

Critical Task 2: Appendix D

Pre & Post Test:Appendix E&F

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Appendix A

 

Weekly Assignments (Portfolio)

Due each Thursday by 6:50 p.m. (In Class)

Choosing For Change

Weeks 1, 2, 3, 4 &5

Chapter 1 –Chapter 4

Weeks 6, 7 & 8

 

Chapter 5-Chapter 9

 

Weeks 8, 9 & 10

 

Chapter 10-Chapter 14

 

Weeks 11& 12

 

Chapter 15-Chapter 17

 

Weeks 12, 13, 14, 15& 16

 

Chapter 19-Chapter 22

 

 

 

 

 

 

 

 

 

 

Appendix B

Critical Task 1 Part A

Title: Community Service Project

Competencies:

Knowledge of community health

Knowledge of interpersonal health

Knowledge of the foundation, theories, and principles of health education

Direction:

Students are required to do one page reflection of the experience and learning outcome (What did you gain from this experience?).

See rubric below for grading criteria. Also, students will be graded on the following: spelling, write in complete sentences, APA guidelines (if needed), and the layout of the paper (12 font, Times Roman and double space).

 
 
 
 
 
 
 
 
PowerPoint Presentations Rubric/Student Presentation (Teaching)

 

 

Exemplary

Accomplished

Developing

Beginning

Organization

Information presented in logical, interesting sequence

10

 

Information in logical sequence

 

 

 

6

Difficult to follow presentation--student jumps around

 

5

Cannot understand presentation--no sequence of information

4

Subject Knowledge

Demonstrates full knowledge by answering all class questions with explanations and elaborations

 

 

15

 

At ease with expected answers to questions but does not elaborate

 

 

 

6

Uncomfortable with information and is able to answer only rudimentary questions

 

5

Does not have a grasp of the information. Cannot answer questions about subject

 

 

4

Graphics

Explain and reinforce screen text and presentation

 

10

Relate to text and presentation

 

 

 

6

Occasionally uses graphics that rarely support text and presentation

 

5

Uses superfluous graphics or no graphics

 

4

Research

Uses a variety of sources in reaching accurate conclusions

 

 

10

Uses a variety of sources in reaching conclusions

 

 

6

Presents only evidence that supports a preconceived point of view

5

Does not justify conclusions with research evidence

 

 

4

Screen Design

Includes a variety of graphics, text, and animation that exhibits a sense of wholeness. Creative use of navigational tools and buttons

10

Includes a variety of graphics, text, and animation. Adequate navigational tools and buttons

 

 

6

Includes combinations of graphics and text, but buttons are difficult to navigate. Some buttons and navigational tools work

5

Either confusing or cluttered, barren or stark. Buttons or navigational tools are absent or confusing

 

4

Oral Presentation

Elocution/Eye Contact

Maintains eye contact and pronounces all terms precisely. All audience members can hear

 

 

 

 

10

Maintains eye contact most of the time and pronounces most words correctly. Most audience members can hear presentation

 

 

6

Occasionally uses eye contact, mostly reading presentation, and incorrectly pronounces terms. Audience members have difficulty hearing

 

5

Reads with no eye contact and incorrectly pronounces terms. Speaks too quietly

 

 

 

 

4

 

Possible 35 Points

 

 

 

 

 

 

 

 

 

 

 

 

 

Community Service Project Rubric

 

Reflect on service as a component

of active citizenship, community

engagement, and social

responsibility

Demonstrate reciprocity and

responsiveness in volunteer service

with a community organizations

Describe and analyze the social

issues relevant to the community

organization

and writing

 

 

Accomplished

 

 

 

 

 

 

 

 

 

 

 

 

 

20-50 points

Student clearly articulates his/her

ideas about active citizenship/community engagement and social

responsibility. Student is able to make clear connections between

community service and being a responsible and engaged citizen.

Student clearly articulates how his/her volunteer experience has been

more than a one-way relationship

(more than one person acting as the

giver, and the other, the receiver).

Student clearly articulates how s/he

was responsive to those served, and

how s/he was affected

or changed by these relationships.

Student demonstrates sensitivity to

and respect for those that s/he served

Student clearly demonstrates

knowledge and critical analysis of the important social issues facing the population served. Description and analysis shows depth and complexity. Student draws clear, relevant and nuanced connections between his/her analysis of the social issues and the community

organization served.

Developed

 

 

 

 

15-20 points

Student has ideas about active citizenship/community engagement and social responsibility, but are not fully integrated with how service is

related to these ideas.

 

Student demonstrates basic

awareness of reciprocal relationships

in the context or service, and

demonstrates how s/he has been

responsive, sensitive, or respectful

Student demonstrates knowledge of the important social issues facing the population served but lacks depth or complexity. Student is able to draw

connections between the social

issues and the community

organization served.

 

Developing

 

 

 

 

 

10-15 points

Student has incomplete ideas about active citizenship/community

engagement and social responsibility

and shows little ability to integrate

how service is related to these ideas.

Student demonstrates basic awareness of reciprocity,

responsiveness, sensitivity, and

respect, but has not fully integrated

these traits into their understanding of

service.

Student demonstrates only basic

knowledge of the social issues facing the population served, and lacks depth and complexity. Application of social issues to the community

served is simplistic and lack nuance.

 

 

 

Undeveloped

 

 

 

 

 

 

10-below points

Student does not articulate ideas

about active citizenship/community

engagement or social responsibility,

and is unable to integrate how

service is related to these ideas.

 

Student is unable to demonstrate an

appreciation of reciprocity,

responsiveness, sensitivity, and

respect in the context of service.

Volunteer service, for this student, is a one-way relationship.

Student has little understanding of the important social issues facing the population served. Application of the social issues are simplistic, irrelevant and superficial.

 

 

 

 

 

Students will get the lower end of the grade for each category for late attendance. For example, late attendance will drop the score by 5 points.

 

 

Appendix C

Critical Task 1 Part B

Title: Health Awareness Bulletin Board Awareness Campaign (For Different Ethnic Backgrounds) Student will do a research paper with this assignment as well.

Competencies:

Knowledge of pathology and prevention of human diseases and Disorder

Knowledge of consumer health related practices and media literacy

Knowledge of environmental health

Knowledge of personal health behaviors and wellness

Directions:

Awareness campaign is designed to reach out to, and educate, the broader society through a structured campaign involving visual and written, material. This project is designed to help educate the general community (students) about a specific health topic you pick for different ethnic backgrounds.

 

For example:

Asthma

Diabetes

Safe Sex

HIV/AIDS

 

 

 

Possible 25 Points

GRADING RUBRIC FOR A RESEARCH PAPER

 

CATEGORY

10

6

5

4

Introduction/

Thesis

____

 

 

 

*exceptional introduction that grabs interest of reader and states topic.

**thesis is exceptionally clear, arguable, well-developed, and a definitive statement.

*proficient introduction that is interesting and states topic.

**thesis is clear and arguable statement of position.

*basic introduction that states topic but lacks interest.

**thesis is somewhat clear and arguable.

*weak or no introduction of topic.

**paper’s purpose is unclear/thesis is weak or missing.

Quality of Information/

Evidence

____

 

 

*paper is exceptionally researched, extremely detailed, and historically accurate.

**information clearly relates to the thesis.

*information relates to the main topic.

**paper is well-researched in detail and from a variety of sources.

*information relates to the main topic, few details and/or examples are given.

**shows a limited variety of sources.

*information has little or nothing to do with the thesis.

**information has weak or no connection to the thesis.

Support of Thesis/Analysis

____

 

 

*exceptionally critical, relevant and consistent connections made between evidence and thesis.

**excellent analysis.

*consistent connections made between evidence and thesis

**good analysis.

*some connections made between evidence and thesis.

**some analysis.

*limited or no connections made between evidence and thesis.

**lack of analysis.

Organization/

Development of Thesis

____

 

 

*exceptionally clear, logical, mature, and thorough development of thesis with excellent transitions between and within paragraphs.

*clear and logical order that supports thesis with good transitions between and within paragraphs.

*somewhat clear and logical development with basic transitions between and within paragraphs.

*lacks development of ideas with weak or no transitions between and within paragraphs.

Conclusion

____

 

 

 

*excellent summary of topic with concluding ideas that impact reader.

**introduces no new information.

*good summary of topic with clear concluding ideas.

**introduces no new information.

*basic summary of topic with some final concluding ideas.

**introduces no new information.

*lack of summary of topic.

Style/Voice

____

 

 

 

 

 

 

 

 

*style and voice are not only appropriate to the given audience and purpose, but also show originality and creativity.

**word choice is specific, purposeful, dynamic and varied.

***sentences are clear, active (subject-verb-object), and to the point.

*style and voice appropriate to the given audience and purpose.

**word choice is specific and purposeful, and somewhat varied throughout.

***sentences are mostly clear, active (SVO), and to the point.

*style and voice somewhat appropriate to given audience and purpose.

**word choice is often unspecific, generic, redundant, and clichéd.

***sentences are somewhat unclear; excessive use of passive voice.

*style and voice inappropriate or do not address given audience, purpose, etc.

**word choice is excessively redundant, clichéd, and unspecific.

***sentences are very unclear.

Grammar/Usage/

Mechanics

____

 

 

*control of grammar, usage, and mechanics.

**almost entirely free of spelling, punctuation, and grammatical errors.

*may contain few spelling, punctuation, and grammar errors.

*contains several spelling, punctuation, and grammar errors which detract from the paper’s readability.

*so many spelling, punctuation, and grammar errors that the paper cannot be understood.


Reference Format

____

 

 

*conforms to APA rules for formatting and citation of sources are perfect.

*conforms to APA rules for formatting and citation of sources with minor exceptions.

*frequent errors in APA format.

*lack of APA format/numerous errors.

 

 

 

 

 

 

 

 

Possible 25 Points

 

 

 

 

Health Awareness Bulletin Board Rubric

 

 

Criteria

Exemplary

10

Proficient

6

Emerging

5

Limited

4

 

 

 

 

 

Quality of Construction

 

The bulletin board shows considerable attention to construction. The items are neatly trimmed. All items are carefully and securely attached. There are no stray marks, smudges or glue stains. Nothing is hanging over the edges.

 

The bulletin board shows attention to construction. The items are neatly trimmed. All items are carefully and securely attached. A few barely noticeable stray marks, smudges or glue stains are present. Nothing is hanging over the edges.

 

 

The bulletin board shows some attention to construction. Most items are neatly trimmed. All items are securely attached. A few barely noticeable stray marks, smudges or glue stains are present. Nothing is hanging over the edges.

 

The bulletin board was put together sloppily. Items appear to be just "slapped on". Pieces may be loose or hanging over the edges. Smudges, stains, rips, uneven edges, and/or stray marks are evident.

 

 

 

 

Creativity

 

Several of the graphics or objects used in the bulletin board reflect an exceptional degree of student creativity in their creation and/or display.

 

One or two of the graphics or objects used in the bulletin board reflect student creativity in their creation and/or display.

 

One or two graphics or objects were made or customized by students, but the ideas were typical rather than original.

 

Students did not make or customize any of the items on the bulletin board.

 

 

 

 

Attention to Theme

 

Students give a reasonable explanation of how every item in the bulletin board is related to the assigned theme. For most items, the relationship is clear without explanation.

 

Students gives a reasonable explanation of how most items in the bulletin board are related to the assigned theme. For many of the items, the relationship is clear without explanation.

 

 

Students gives a fairly reasonable explanation of how most items in the bulletin board are related to the assigned theme.

 

The students’ explanations are weak and illustrate difficulty understanding how to relate items to the assigned theme.

 

 

Time and Effort

 

Much time and effort went into the planning and design of the bulletin board.

 

Adequate time and effort went into the planning and design of the bulletin board.

 

Some time and effort went into the planning and design of the bulletin board.

 

Minimal time and effort went into the planning and design of the bulletin board.

 

 

 

Titles and Text

 

Titles and text were easy to read from a distance. Text varied in color, size and/or style for different text elements.

 

Titles and text were easy to read close-up. Text varied in color, size and/or style for different text elements.

 

Titles and text were easy to read close-up. There was little variation in the appearance of text.

 

Titles and/or text were hard to read, even when the reader is close.

 

 

Score 50 Points

 

 

 

 

Appendix D

Critical Task 2

Final Exam (PowerPoint Presentation)

 

How a Particular Disease has Impacted Your Family or Community

PowerPoint Presentations Rubric/Student Presentation (Teaching)

 

Students will complete a 7-8 page (Title Page and Reference Page not Included) PowerPoint Presentation on How a Particular Disease has impacted their family at some point or community (lived in or ethnic background)

 

 
 
 
 
 
 
 
 
PowerPoint Presentations Rubric/Student Presentation (Teaching)

 

 

Exemplary

Accomplished

Developing

Beginning

Organization

Information presented in logical, interesting sequence

10

 

Information in logical sequence

 

 

 

6

Difficult to follow presentation--student jumps around

 

5

Cannot understand presentation--no sequence of information

4

Subject Knowledge

Demonstrates full knowledge by answering all class questions with explanations and elaborations

 

 

10

 

At ease with expected answers to questions but does not elaborate

 

 

 

6

Uncomfortable with information and is able to answer only rudimentary questions

 

5

Does not have a grasp of the information. Cannot answer questions about subject

 

 

4

Graphics

Explain and reinforce screen text and presentation

 

10

Relate to text and presentation

 

 

 

6

Occasionally uses graphics that rarely support text and presentation

 

5

Uses superfluous graphics or no graphics

 

4

Research

Uses a variety of sources in reaching accurate conclusions

 

 

10

Uses a variety of sources in reaching conclusions

 

 

6

Presents only evidence that supports a preconceived point of view

5

Does not justify conclusions with research evidence

 

 

4

Screen Design

Includes a variety of graphics, text, and animation that exhibits a sense of wholeness. Creative use of navigational tools and buttons

10

Includes a variety of graphics, text, and animation. Adequate navigational tools and buttons

 

 

6

Includes combinations of graphics and text, but buttons are difficult to navigate. Some buttons and navigational tools work

5

Either confusing or cluttered, barren or stark. Buttons or navigational tools are absent or confusing

 

4

 

Possible 50 Points

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Rubric for Journals Extra Credit (2 journal postings X 11.7 points each = points possible)

Point Value

ALL of the following criteria must be met in each category to receive the points:

11.7-8.92 points

·         Timely response

·         Complete sentences

·         Grammatically correct

·         Appropriate capitalization, spelling, and punctuation

·         Professional language

·         Annotated (meaning you summarize what the author wrote in your own words and it have substantive quality)

·         Also have some somewhere in summary your opinion of the summary

·         Having cited at least once or more in APA format in summary

·         Having references (references preferably no more than 5 years old)

points

·         Timely response

·         Complete sentences

·         Grammatically correct

·         Appropriate capitalization, spelling, and punctuation

·         Professional language

·         Annotated (meaning you summarize what the author wrote in your own words having some substantive quality)

·         Having cited at least once or more in APA format in summary

 

6.92- 8.92points

·         Timely response

·         Complete sentences

·         Grammatically correct

·         Appropriate capitalization, spelling, and punctuation

·         Professional language

·         Annotated (meaning you summarize what the author wrote in your own words having less than some substantive quality)

·         Having cited at least once or more in APA format in summary

 

4.92-6.92 points

·         Timely response

·         Complete sentences

·         Grammatically correct

·         Appropriate capitalization, spelling, and punctuation

·         Professional language

·         Annotated (meaning you summarize what the author wrote in your own words having no real substantive quality)

2.92 points-4.92 points

·         Timely response

·         Complete sentences

·         Professional language

·         Annotated (meaning you summarize what the author wrote in your own words)

0 points

·         Either original posting or reply to peer are over 72 hours past due date/time

 

1 point deduction per day late (either original posting) including weekends. Any postings beyond 72 hours (3 days) from due date/time will result in a zero grade for the discussion.

Possible 11.7 Points

 

 

 

 

 

 

 

 

 

 

 

 

 

Appendix E

 

Self-Assessment Portfolio 6:50 pm

Example

Cover Page:

 

Title

Self-Assessment Portfolio

 

Name

Ms. Scurry

 

Class Name

HLP 1002C

 

Table content

Chapter 1….. (Title)

Chapter 2….. (Title)

 

Label each chapter

 

Each chapter numbered

 

Last page blank

Layout

Creativity

Content

Grammar

Total points35 points

NOTE: All assignment must be typed. Self-assessment portfolio will start will a deduction 5 points in each sections that is incomplete. For example no title and no back page that equal 10 points.

 

Appendix F (Both Worth 100 Points)

Pre-Test (Test your knowledge)

 

Appendix G (Both Worth 100 Points)

 

Post-test (Testing your knowledge)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

EDWARD WATERS COLLEGE

DEPARTMENT OF TEACHER EDUCATION AND URBAN STUDIES SYLLABUS

Basic Information

Term: Spring 2020

Meeting Time and Location-Tuesday and Thursday

5:30 p.m. to 6:30 p.m.

Instructor’s Name Ms. Halima Scurry

Instructor Email- h.a.scurry@ewc.edu or scurry_halima@yahoo.com (preferred

Office Location- Room 03

Office Number- (904) 470-8064

Catalog Description- HPL 1002C

This course is designed to acquaint the student with personal/community health problems and how solutions can be achieved in and through health agencies and school health programs in our community.

 

 

Prerequisites- None

Texts, Materials- Health Making Choices for Life

Authors: Lynch, Elmore & Kotecki

9780321516411

Book Required (online textbook)

(Book can be obtain at the bookstore)

 

 

Disclaimer- The instructor has the right to alter or adjust the syllabus as needed.

Standards Addressed in this course:

1. Instructional Design and Lesson Planning. Applying concepts from human development and learning theories, the effective educator consistently:

a. Aligns instruction with state-adopted standards at the appropriate level of rigor;

b. Sequences lessons and concepts to ensure coherence and required prior knowledge;

c. Designs instruction for students to achieve mastery;

d. Selects appropriate formative assessments to monitor learning;

e. Uses diagnostic student data to plan lessons; and,

f. Develops learning experiences that require students to demonstrate a variety of applicable skills and competencies.

 

2. The Learning Environment. To maintain a student-centered learning environment that is safe, organized, equitable, flexible, inclusive, and collaborative, the effective educator consistently:

a. Organizes, allocates, and manages the resources of time, space, and attention;

b. Manages individual and class behaviors through a well-planned management system;

c. Conveys high expectations to all students;

d. Respects students’ cultural linguistic and family background;

e. Models clear, acceptable oral and written communication skills;

f. Maintains a climate of openness, inquiry, fairness and support;

g. Integrates current information and communication technologies;

h. Adapts the learning environment to accommodate the differing needs and diversity of students; and,

i. Utilizes current and emerging assistive technologies that enable students to participate in high-quality communication interactions and achieve their educational goals.

 

3. Instructional Delivery and Facilitation. The effective educator consistently utilizes a deep and comprehensive knowledge of the subject taught to:

a. Deliver engaging and challenging lessons;

b. Deepen and enrich students’ understanding through content area literacy strategies, verbalization of thought, and application of the subject matter;

c. Identify gaps in students’ subject matter knowledge;

d. Modify instruction to respond to preconceptions or misconceptions;

e. Relate and integrate the subject matter with other disciplines and life experiences;

f. Employ higher-order questioning techniques;

g. Apply varied instructional strategies and resources, including appropriate technology, to provide comprehensible instruction, and to teach for student understanding;

h. Differentiate instruction based on an assessment of student learning needs and recognition of individual differences in students;

i. Support, encourage, and provide immediate and specific feedback to students to promote student achievement; and,

j. Utilize student feedback to monitor instructional needs and to adjust instruction.

 

4. Assessment. The effective educator consistently:

a. Analyzes and applies data from multiple assessments and measures to diagnose students’ learning needs, informs instruction based on those needs, and drives the learning process;

b. Designs and aligns formative and summative assessments that match learning objectives and lead to mastery;

c. Uses a variety of assessment tools to monitor student progress, achievement and learning gains;

d. Modifies assessments and testing conditions to accommodate learning styles and varying levels of knowledge;

e. Shares the importance and outcomes of student assessment data with the student and the student’s parent/caregiver(s); and,

f. Applies technology to organize and integrate assessment information.

(b) Continuous Improvement, Responsibility and Ethics.

 

1. Continuous Professional Improvement. The effective educator consistently:

a. Designs purposeful professional goals to strengthen the effectiveness of instruction based on students’ needs;

b. Examines and uses data-informed research to improve instruction and student achievement;

c. Uses a variety of data, independently, and in collaboration with colleagues, to evaluate learning outcomes, adjust planning and continuously improve the effectiveness of the lessons;

d. Collaborates with the home, school and larger communities to foster communication and to support student learning and continuous improvement;

e. Engages in targeted professional growth opportunities and reflective practices; and,

f. Implements knowledge and skills learned in professional development in the teaching and learning process.

 

2. Professional Responsibility and Ethical Conduct. Understanding that educators are held to a high moral standard in a community, the effective educator adheres to the Code of Ethics and the Principles of Professional Conduct of the Education Profession of Florida, pursuant to Rules 6A-10.080 and 6A-10.081, F.A.C., and fulfills the expected obligations to students, the public and the education profession.

 

 

 

Student Learning Outcomes

STANDARDS ADDRESSED IN THE COURSE:

Florida Educator Accomplished Practices (FEAPs)

Professional Education Competencies and Skills for Teacher Certification (PECs)

Uniform Core Curriculum (UCC)

ESOL Performance Standards and ESOL Competencies (ESOL)

Reading Endorsement Competencies (REC)

 

By the end of this course, the teacher candidate will be able to:

Florida Educator Accomplished Practices (FEAPs)

(1) Purpose and Foundational Principles.

(a) Purpose. The Educator Accomplished Practices are set forth in rule as Florida’s core standards for effective educators. The Accomplished Practices form the foundation for the state’s teacher preparation programs, educator certification requirements and school district instructional personnel appraisal systems.

(b) Foundational Principles. The Accomplished Practices are based upon and further describe three (3) essential principles:

1. The effective educator creates a culture of high expectations for all students by promoting the importance of education and each student’s capacity for academic achievement.

2. The effective educator demonstrates deep and comprehensive knowledge of the subject taught.

3. The effective educator exemplifies the standards of the profession.

(2) The Educator Accomplished Practices. Each effective educator applies the foundational principles through six (6) Educator Accomplished Practices.

Each of the practices is clearly defined to promote a common language and statewide understanding of the expectations for the quality of instruction and professional responsibility.

(a) Quality of Instruction.

1. Instructional Design and Lesson Planning. Applying concepts from human development and learning theories, the effective educator consistently:

a. Aligns instruction with state-adopted standards at the appropriate level of rigor;

b. Sequences lessons and concepts to ensure coherence and required prior knowledge;

c. Designs instruction for students to achieve mastery;

d. Selects appropriate formative assessments to monitor learning;

e. Uses diagnostic student data to plan lessons; and

f. Develops learning experiences that require students to demonstrate a variety of applicable skills and

competencies.

2. The Learning Environment. To maintain a student-centered learning environment that is safe, organized, equitable, flexible, inclusive, and collaborative, the effective educator consistently:

a. Organizes, allocates, and manages the resources of time, space, and attention;

b. Manages individual and class behaviors through a well-planned management system;

c. Conveys high expectations to all students;

d. Respects students’ cultural linguistic and family background;

e. Models clear, acceptable oral and written communication skills;

f. Maintains a climate of openness, inquiry, fairness and support;

g. Integrates current information and communication technologies;

h. Adapts the learning environment to accommodate the differing needs and diversity of students; and

i. Utilizes current and emerging assistive technologies that enable students to participate in high-quality communication interactions and achieve their educational goals.

3. Instructional Delivery and Facilitation. The effective educator consistently utilizes a deep and

comprehensive knowledge of the subject taught to:

a. Deliver engaging and challenging lessons;

b. Deepen and enrich students’ understanding through content area literacy strategies, verbalization of thought, and application of the subject matter;

c. Identify gaps in students’ subject matter knowledge;

d. Modify instruction to respond to preconceptions or misconceptions;

e. Relate and integrate the subject matter with other disciplines and life experiences;

f. Employ higher-order questioning techniques;

g. Apply varied instructional strategies and resources, including appropriate technology, to provide comprehensible instruction, and to teach for student understanding;

h. Differentiate instruction based on an assessment of student learning needs and recognition of individual differences in students;

i. Support, encourage, and provide immediate and specific feedback to students to promote student achievement; and

j. Utilize student feedback to monitor instructional needs and to adjust instruction.

4. Assessment. The effective educator consistently:

a. Analyzes and applies data from multiple assessments and measures to diagnose students’ learning needs, informs instruction based on those needs, and drives the learning process;

b. Designs and aligns formative and summative assessments that match learning objectives and lead to mastery;

c. Uses a variety of assessment tools to monitor student progress, achievement and learning gains;

d. Modifies assessments and testing conditions to accommodate learning styles and varying levels of knowledge;

e. Shares the importance and outcomes of student assessment data with the student and the student’s parent/caregiver(s); and

f. Applies technology to organize and integrate assessment information.

(b) Continuous Improvement, Responsibility and Ethics.

1. Continuous Professional Improvement. The effective educator consistently:

a. Designs purposeful professional goals to strengthen the effectiveness of instruction based on students’ needs;

b. Examines and uses data-informed research to improve instruction and student achievement;

c. Uses a variety of data, independently, and in collaboration with colleagues, to evaluate learning outcomes, adjust planning and continuously improve the effectiveness of the lessons;

d. Collaborates with the home, school and larger communities to foster communication and to support student learning and continuous improvement;

e. Engages in targeted professional growth opportunities and reflective practices; and

f. Implements knowledge and skills learned in professional development in the teaching and learning process.

2. Professional Responsibility and Ethical Conduct. Understanding that educators are held to a high moral standard in a community, the effective educator adheres to the Code of Ethics and the Principles of Professional Conduct of the Education Profession of Florida, pursuant to Rules 6B-1.001 and 6B-1.006, F.A.C., and fulfills the expected obligations to students, the public and the education profession.

 

Subject Area Competencies

6Knowledge of lifetime health, wellness and physical fitness.

3. Demonstrate knowledge of nutrition and exercise and their roles in meeting the needs of all students.

7. Determine how human body systems (e.g., muscular, cardiovascular, nervous, skeletal) adapt to physical activity.

9. Identify community opportunities for participation in a variety of physical activities.

Uniform Core Curriculum (UCC)

1.1 h Knowledge of home, school and community health and safety issues

1. Identify factors contributing to substance use and abuse and identify signs, symptoms, effects,

and strategies for the prevention of substance abuse.

Reading Endorsement Competencies (REC)

Competency 4: Foundations and Applications of Differentiated Instruction

4.15 Implement research-based instructional practices for developing students’ higher order thinking.

4.16 Implement research-based instructional practices for developing students’ ability to read critically.

4.17 Implement research-based instructional practices using writing to develop students’ comprehension of text.

 

 

 

 

 

2. Demonstrate knowledge of resources from home, school, and community that provide valid

health information, products, and services.

3. Identify appropriate violence prevention strategies in the home, school, and community.

4. Identify appropriate injury prevention and safety strategies in the home, school, and community.

 

ESOL Performance Standards and ESOL Competencies

Standard 1: Culture as a Factor in ELLs’ Learning

1.1. a. Understand and apply knowledge about cultural values and beliefs in the context of teaching and learning of ELLs, from diverse backgrounds and at varying English proficiency levels.

 

 

 

 

 

 

 

 

 

 

Competencies of Health that will be explored in addition to the Subject Area Competencies (mentioned above) :

Knowledge of the foundation, theories, and principles of health education

Knowledge of health education standards and health literacy

Knowledge of personal health behaviors and wellness

Knowledge of human anatomy and physiology

Knowledge of pathology and prevention of human and disorders

Knowledge of interpersonal health

Knowledge of sexual health

Knowledge of nutrition and physical fitness

Knowledge of mental and emotional health

Knowledge of substance use, abuse, and dependency and addictive behaviors

Knowledge of violence prevention and intervention

Knowledge of consumer health-related practice and media literacy

Knowledge of community health

Knowledge of environmental health

Knowledge of unintentional injury and safety practices

 

Program Outcomes- This course applies to the major in Department of Teacher Education and Urban Studies and contributes to the following program-level outcomes:

  •  

To successfully complete the Edward Waters College Teacher Education Program and to be endorsed for certification as a teacher in State of Florida, a student must have passing scores on the Florida Teacher Certification Examinations (FTCE – General Knowledge, Subject Area, and Professional) and understand the standards of Florida Education Accomplished Competencies, the Subject Area Competencies, and the Professional Area Competencies and demonstrate proficiency in the four areas listed below.

REFLECTIVE DECISION-MAKING: Upon completion of the EWC TEP, each teacher candidate will acquire the ability to take risks and decide the best course of action in a given situation. In addition, teacher candidate will engage in reflective teaching and decision-making by continuously assessing themselves as educators and their students as learners by adjusting teaching and assessment.

INSTRUCTIONAL LEADER: Upon completion of the EWC TEP, each teacher candidate will be an instructional, knowledgeable leader in his/her respective content area(s).

SYSTEMATIC PLANNER: Upon completion of the EWC TEP, each teacher candidate will become systematic planners who welcome the challenge of meeting the needs of an increasingly diverse and inclusive community of learners.

EFFECTIVE COMMUNICATOR: Upon completion of the EWC TEP, each teacher candidate will demonstrate the tools to identify, characterize, and effectively communicate with diverse ethnic, cultural, and linguistic groups present in today’s classrooms.

 

METHODS OF INSTRUCTIONS

A variety of technological and informational resources (e.g. libraries, databases, computer networks, video, overhead transparencies)

Lectures

Group Presentations

Individual Presentations

Reading in textbook(s)

Modeling

Class Discussion

Written Assignments

 

Academic Policies

 

Academic Dishonesty- Academic dishonesty and plagiarism are very serious offenses. Each student is expected to do his/her own thinking on all quizzes, tests, class work, book reports, research papers, and homework assignments. If any student is found to be copying from another student, books, or internet sites, or cheating during a quiz or test, he/she will be referred to the Student Counseling Center, have a conference with the teacher, and a grade of F for this course will be awarded. The student may also be dropped from the course.

 

Attendance- No more than three (3) unexcused absences are permitted in a semester in order to pass this course. All other absences require a doctor’s note, hospital note, court form, juror duty request, obituary program, or an official note to be considered as an excused absence. Attendance plays a major role in the learning process. Students should attend class prepared to work in order to achieve academic success.

 

Late Work- No late work accepted.

 

Absences Caused by Short-term Suspensions- Provide the policy regarding absences that result from short-term suspensions. This may be folded in to the attendance and late work policies above, or it can be a separate statement such as the following: Absences that result from short-term suspensions due to violations of the principles outlined in the Student Life Agreement will be treated as unexcused absences, and significant academic penalties may apply as a result of such unexcused absences. 

 

 

Attendance Policy

(Effective Fall 2016-Campus Wide)

 

Students must be present for 80% of the scheduled course time in order to receive credit for a course. Please note that students who miss more than six (6) class periods will not receive credit for the course and will be given an FN grade (Failure for Non-Attendance). We will no longer provide excused absences to ensure compliance to this policy. Students with extenuating circumstances may appeal to the Office of Academic Affairs and may be granted an administrative withdrawal from their respective course (s) and/or receive a W, WP, or WF depending on their grade and time period in the semester at which they fail to meet the 66% attendance rule. Students representing the college with sufficient documentation from the Athletic Department, Choir, Band, and other auxiliary organizations will receive an excuse for “Official College Business.”

Note: Students conducting “Official College Business” are required to attend all classes unless the Office of Academic Affairs and the Instructor of Record have been given prior notice by the activity director that the student will be absent. Under no circumstances will students be excused from class for practice.

Late Arrival Policy

It is important that students arrive to class on time.

Because we cannot always plan for unforeseen circumstances, students will be allowed a grace period of 5 minutes only.

Beyond 5 minutes up to 15 minutes late, students will be marked tardy. The accumulation of 3 tardies will be the equivalent of 1 absence.

Students who are late beyond 15 minutes, for any reason, will be marked absent for the day.

Remember: Students must attend at least 80% of class sessions to receive any credit for the course.

 

Outside-of-Class Expectations- Learning takes time; the more effectively you spend time, the greater the chance of success in learning. To maximize learning in this class, you should budget at least 2.5 hours outside of class for every 1 hour of scheduled class time.

 

 

Class Expectations- The College seeks to provide an environment where discussions and expressions of all views relevant to the subject are recognized and necessary to the educational process. Students do not have the right to interfere with the instructor’s right to teach or the other students’ right to learn. A student demonstrating inappropriate behavior during class time will be asked to leave the class. The student’s behavior will be discussed with the instructor following the class or prior to the next class session.

Cell phones are not needed in class. Leave them home, or they must be turned off during class time. They are distracting for other students who are here to learn as well as a distraction to the instructor.

 

Disability Accommodations- Disability Accommodations- If a student has a disability that qualifies under the Americans Disability Act (ADA) and requires accommodations; he/she should contact the Counseling Center for information on appropriate policies and procedures. Disabilities covered by ADA may include learning, psychiatric, physical disabilities, or chronic health disorders. Students can contact the Counseling Center staff if they are not certain whether a medical condition/disability qualifies.

 

Address: Edward Waters College Counseling Center 1658 Kings Road

Jacksonville, FL 32209 Telephone: 904.470.8990 or 8231 Fax: 904.470.8036

Individuals with hearing impairments can contact our office using the Florida Relay Service at 1-800-955-8771 (TTY) or email Ragan Summers at ragan.summers@ewc.edu.

 

Dress Code- Students must dress in a manner that will not constitute a disruption or a safety hazard or exhibit impropriety in the College:

 

Student dress and grooming shall be neat and clean.

Shoes/sneakers shall be worn. Bedroom slippers should not be worn outside dormitories.

Students should refrain from wearing clothing that promotes alcohol, cigarettes, sexual impressions, violence, drugs and profanity.

Revealing clothing should not be worn. The wearing of overly tight, distracting see through or mesh garments, extreme styles or inappropriate apparel is not permitted.

Male students shall not wear hats, caps, and/or head attire inside any of the campus buildings.

Pants or skirts must be pulled up to the waist and worn at the waist at all times

Course Outline and Schedule

 

  •  

 

 

 

 

Week 1

 

Student Learning Outcomes

 

Knowledge of the foundation, theories, and principles of health

 

 

Introductions

(Ice Breaker)

Classroom rules

Syllabus overview

Book:

Health

Making Choices for Life

Author: Lynch, Elmore & Kotecki

Speak Business Casual Dates

Extra Credit

Determine Dates of Business Casual Days

 

Let everyone

(students) come up with what chapter they want to present/teach

No Student Presentations

 

No

Assignments

Due

 

 

 

Week 2

 

 

 

Knowledge of the foundation, theories, and principles of health

 

 

 

 

Give Pre-Test

results to How much you know about health?

Start Data for Pre-Test

 

Review APA Format

 

 

 

Choosing for Change

 

 

Week 3

 

 

Knowledge of the foundation, theories, and principles of health

 

Knowledge of community health

 

 

Chapter

1& 2

Review

Chapter

1 (Model

How class should be taught (Done

by instructor)

and Give Pre-Test

results to How much you know about health?

Start Data for Pre-Test

 

Review

(student presentation)

 

Choosing for Change

 

 

Week 4

 

Knowledge of the foundation, theories, and principles of health

 

Knowledge of human anatomy and physio student presentation)

Chapters

3 &4

5&6

Review

 

(student presentation)

 

Choosing for Change

 

 

 

 

 

 

 

 

Week 5

 

Knowledge of the foundation, theories, and principles of health

 

Knowledge of human anatomy and physiology

 

Work on Case Study

Complete One Journal Articles

(Which will be added to Portfolio) The article must be in APA format Articles topic can be on anything healthcare related. The article summary should at least be a page. You should have a paragraph summarizing the article and the second paragraph sharing your thoughts about the article.

 

Choosing for Change

 

 

Week 6

 

Knowledge of human anatomy and physiology

 

Knowledge of pathology and prevention of human diseases and Disorders

 

Knowledge of community health

Chapters

7& 8

 

Review

(student presentation)

 

Choosing for Change

 

 

 

 

Week 7

 

 

 

 

 

Knowledge of the foundation, theories, and principles of health

Chapters

9 &10

Mid-term

All Assignments

Due

For Midterm

 

Review

(student presentation)

 

 

 

 

 

 

 

 

 

 

Choosing for Change

 

 

 

 

 

 

 

 

 

 

 

 

 

Week 8

 

 

 

Knowledge of human anatomy and physiology

 

Knowledge of pathology and prevention of human diseases and Disorders

Chapters

1-10

 

Briefly review all

Chapters

1-10

 

 

 

 

 

Choosing for Change

 

 

Week 9

 

Knowledge of human anatomy and physiology

 

Knowledge of pathology and prevention of human diseases and Disorders

 

Knowledge of community health

Chapters

11 & 12

Review

(student presentation)

 

 

Choosing for Change

 

Week 10

 

Knowledge of human anatomy and physiology

 

Knowledge of pathology and prevention of human diseases and Disorders

 

Knowledge of community health

Chapters

13 & 14

Review

(student presentation)

 

 

Choosing Change

 

 

 

Week 11

 

 

 

Knowledge of human anatomy and physiology

 

Knowledge of pathology and prevention of human diseases and Disorders

 

Knowledge of community health

 

Chapters

15 &16

 

Review

(student presentation)

 

 

Choosing for Change

 

Week 12

 

Knowledge of human anatomy and physiology

 

Knowledge of pathology and prevention of human diseases and Disorders

 

Knowledge of community health

Chapters

17 & 18

Review

All Chapters

Complete any Choosing For Change or Mid Term Assignments not completed

Choosing for Change

 

Week 13

 

 

Knowledge of human anatomy and physiology

 

Knowledge of pathology and prevention of human diseases and Disorders

 

Knowledge of community health

Chapters 19 & 20

Review

(student presentation)

 

Choosing for Change

 

Week 14

 

Knowledge of human anatomy and physiology

 

Knowledge of pathology and prevention of human diseases and Disorders

 

Knowledge of community health

Chapter 21

 

Review

(student presentation)

 

 

 

Choosing Change

 

Week 15

 

 

Knowledge of human anatomy and physiology

 

Knowledge of pathology and prevention of human diseases and Disorders

 

Knowledge of community

Chapter 22

Review

(student presentation)

Any Presentations that haven’t been completed

 

 

Choosing for

Change

Week 16

 

Knowledge of human anatomy and physiology

 

Knowledge of pathology and prevention of human diseases and Disorders

 

Knowledge of community health

 

 

Any Presentations that haven’t been completed

Start Final Exam PowerPoints

 

Final Exam Date Announced

 

 

 

Choosing

Change

Week 17

 

Knowledge of human anatomy and physiology

 

Knowledge of pathology and prevention of human diseases and Disorders

 

Knowledge of community health

Final Exam

Final Exam Week

Final Exam Date will be on date Announced

Choosing

for Change

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Assessment and Grades

 

 

Assessment- Learning will be assessed through the following methods: critical task, weekly assignments, pre-test and post-test.

 

Final Grades- Final grades will be calculated as follows:

 

 

 

 

 

Components of Final Grade

 

 

Grading Scale

Portfolio (Choosing for Change, Journal Articles and

Case Study)/Individual Presentations

FEAPS USED for these assignments:

1. Instructional Design and Lesson Planning. Applying concepts from human development and learning theories, the effective educator consistently:

a. Aligns instruction with state-adopted standards at the appropriate level of rigor;

b. Sequences lessons and concepts to ensure coherence and required prior knowledge;

c. Designs instruction for students to achieve mastery;

d. Selects appropriate formative assessments to monitor learning;

e. Uses diagnostic student data to plan lessons; and

f. Develops learning experiences that require students to demonstrate a variety of applicable skills and

competencies.

2. The Learning Environment. To maintain a student-centered learning environment that is safe, organized, equitable, flexible, inclusive, and collaborative, the effective educator consistently:

a. Organizes, allocates, and manages the resources of time, space, and attention;

b. Manages individual and class behaviors through a well-planned management system;

c. Conveys high expectations to all students;

d. Respects students’ cultural linguistic and family background;

e. Models clear, acceptable oral and written communication skills;

f. Maintains a climate of openness, inquiry, fairness and support;

g. Integrates current information and communication technologies;

h. Adapts the learning environment to accommodate the differing needs and diversity of students; and

i. Utilizes current and emerging assistive technologies that enable students to participate in high-quality communication interactions and achieve their educational goals.

 

Subject Area Competencies Used for these assignments:

6Knowledge of lifetime health, wellness and physical fitness.

3. Demonstrate knowledge of nutrition and exercise and their roles in meeting the needs of all students.

7. Determine how human body systems (e.g., muscular, cardiovascular, nervous, skeletal) adapt to physical activity.

9. Identify community opportunities for participation in a variety of physical activities.

Uniform Core Curriculum

(UCC) used for this assignment:

1.1 h Knowledge of home, school and community health and safety issues

1. Identify factors contributing to substance use and abuse and identify signs, symptoms, effects,

and strategies for the prevention of substance abuse.

2. Demonstrate knowledge of resources from home, school, and community that provide valid

health information, products, and services.

 

 

 

 

Choosing Change 11.7

Journal Articles (Extra Credit) 11.7

Case Study

11.7

and Individual Sessions /35 points

 

Grade

35/

35

 

Total Points

 

Grade

Critical Task 1 Part A.

Critical Task 1

Community Service Project-City Recuse Mission

FEAPS Used:

The Learning Environment. To maintain a student-centered learning environment that is safe, organized, equitable, flexible, inclusive, and collaborative, the effective educator consistently:

a. Organizes, allocates, and manages the resources of time, space, and attention;

b. Manages individual and class behaviors through a well-planned management system;

c. Conveys high expectations to all students;

d. Respects students’ cultural linguistic and family background;

e. Models clear, acceptable oral and written communication skills;

f. Maintains a climate of openness, inquiry, fairness and support;

g. Integrates current information and communication technologies;

h. Adapts the learning environment to accommodate the differing needs and diversity of students; and

i. Utilizes current and emerging assistive technologies that enable students to participate in high-quality communication interactions and achieve their educational goals.

Subject Area Competencies Used for these assignments:

6Knowledge of lifetime health, wellness and physical fitness.

7. Determine how human body systems (e.g., muscular, cardiovascular, nervous, skeletal) adapt to physical activity.

Uniform Core Curriculum

(UCC) used for this assignment:

1.1 h Knowledge of home, school and community health and safety issues

2. Demonstrate knowledge of resources from home, school, and community that provide valid

health information, products, and services.

 

 

 

50

 

A

420-380

 

 

 

Mid-Term Exam

Critical Task 1 Part B Health Awareness Bulletin Board Awareness Campaign (For Different Ethnic Backgrounds) (The Learning Environment. To maintain a student-centered learning environment that is safe, organized, equitable, flexible, inclusive, and collaborative, the effective educator consistently:

a. Organizes, allocates, and manages the resources of time, space, and attention;

b. Manages individual and class behaviors through a well-planned management system;

c. Conveys high expectations to all students;

d. Respects students’ cultural linguistic and family background;

e. Models clear, acceptable oral and written communication skills;

f. Maintains a climate of openness, inquiry, fairness and support;

g. Integrates current information and communication technologies;

h. Adapts the learning environment to accommodate the differing needs and diversity of students; and

i. Utilizes current and emerging assistive technologies that enable students to participate in high-quality communication interactions and achieve their educational goals.

Subject Area Competencies Used for these assignments:

6Knowledge of lifetime health, wellness and physical fitness.

7. Determine how human body systems (e.g., muscular, cardiovascular, nervous, skeletal) adapt to physical activity.

(UCC) used for this assignment:

1.1 h Knowledge of home, school and community health and safety issues

2. Demonstrate knowledge of resources from home, school, and community that provide valid

health information, products, and services.

 

ESOL Performance Standards and ESOL Competencies used for this assignment:

Standard 1: Culture as a Factor in ELLs’ Learning

1.1. a. Understand and apply knowledge about cultural values and beliefs in the context of teaching and learning of ELLs, from diverse backgrounds and at varying English proficiency levels.

 

Reading Endorsement Competencies (REC) used for this assignment:

Competency 4: Foundations and Applications of Differentiated Instruction

4.15 Implement research-based instructional practices for developing students’ higher order thinking.

4.16 Implement research-based instructional practices for developing students’ ability to read critically.

4.17 Implement research-based instructional practices using writing to develop students’ comprehension of text.

 

 

 

 

 

 

 

50

 

C

379-339

 

 

 

Final Exam

Critical Task 2

(PowerPoint Presentation)

How a Particular Disease has Impacted Your Family or Community

The Learning Environment. To maintain a student-centered learning environment that is safe, organized, equitable, flexible, inclusive, and collaborative, the effective educator consistently:

a. Organizes, allocates, and manages the resources of time, space, and attention;

b. Manages individual and class behaviors through a well-planned management system;

c. Conveys high expectations to all students;

d. Respects students’ cultural linguistic and family background;

e. Models clear, acceptable oral and written communication skills;

f. Maintains a climate of openness, inquiry, fairness and support;

g. Integrates current information and communication technologies;

h. Adapts the learning environment to accommodate the differing needs and diversity of students; and

i. Utilizes current and emerging assistive technologies that enable students to participate in high-quality communication interactions and achieve their educational goals.

Subject Area Competencies Used for these assignments:

6Knowledge of lifetime health, wellness and physical fitness.

7. Determine how human body systems (e.g., muscular, cardiovascular, nervous, skeletal) adapt to physical activity.

(UCC) used for this assignment:

1.1 h Knowledge of home, school and community health and safety issues

2. Demonstrate knowledge of resources from home, school, and community that provide valid

health information, products, and services.

 

ESOL Performance Standards and ESOL Competencies used for this assignment:

Standard 1: Culture as a Factor in ELLs’ Learning

1.1. a. Understand and apply knowledge about cultural values and beliefs in the context of teaching and learning of ELLs, from diverse backgrounds and at varying English proficiency levels.

 

Reading Endorsement Competencies (REC) used for this assignment:

Competency 4: Foundations and Applications of Differentiated Instruction

4.15 Implement research-based instructional practices for developing students’ higher order thinking.

4.16 Implement research-based instructional practices for developing students’ ability to read critically.

4.17 Implement research-based instructional practices using writing to develop students’ comprehension of text.

 

 

 

 

 

 

 

50

 

D

338-298

 

 

 

Pre-Test (Data Graphing Included

in Grade)

Post-Test

100

100

 

F

Below 297

 

 

 

Total

420

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Assignments- Students are required to do weekly health assignments (appendix A).

The portfolio will be grade weekly Make sure you are keeping up with chapters (chapters

must be typed).

 

Assignment Portfolio:Appendix A

Critical Tasks 1 (Part A and B):Appendix B&C

Critical Task 2: Appendix D

Pre & Post Test:Appendix E&F

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Appendix A

 

Weekly Assignments (Portfolio)

Due each Thursday by 6:50 p.m. (In Class)

Choosing For Change

Weeks 1, 2, 3, 4 &5

Chapter 1 –Chapter 4

Weeks 6, 7 & 8

 

Chapter 5-Chapter 9

 

Weeks 8, 9 & 10

 

Chapter 10-Chapter 14

 

Weeks 11& 12

 

Chapter 15-Chapter 17

 

Weeks 12, 13, 14, 15& 16

 

Chapter 19-Chapter 22

 

 

 

 

 

 

 

 

 

 

Appendix B

Critical Task 1 Part A

Title: Community Service Project

Competencies:

Knowledge of community health

Knowledge of interpersonal health

Knowledge of the foundation, theories, and principles of health education

Direction:

Students are required to do one page reflection of the experience and learning outcome (What did you gain from this experience?).

See rubric below for grading criteria. Also, students will be graded on the following: spelling, write in complete sentences, APA guidelines (if needed), and the layout of the paper (12 font, Times Roman and double space).

 
 
 
 
 
 
 
 
PowerPoint Presentations Rubric/Student Presentation (Teaching)

 

 

Exemplary

Accomplished

Developing

Beginning

Organization

Information presented in logical, interesting sequence

10

 

Information in logical sequence

 

 

 

6

Difficult to follow presentation--student jumps around

 

5

Cannot understand presentation--no sequence of information

4

Subject Knowledge

Demonstrates full knowledge by answering all class questions with explanations and elaborations

 

 

15

 

At ease with expected answers to questions but does not elaborate

 

 

 

6

Uncomfortable with information and is able to answer only rudimentary questions

 

5

Does not have a grasp of the information. Cannot answer questions about subject

 

 

4

Graphics

Explain and reinforce screen text and presentation

 

10

Relate to text and presentation

 

 

 

6

Occasionally uses graphics that rarely support text and presentation

 

5

Uses superfluous graphics or no graphics

 

4

Research

Uses a variety of sources in reaching accurate conclusions

 

 

10

Uses a variety of sources in reaching conclusions

 

 

6

Presents only evidence that supports a preconceived point of view

5

Does not justify conclusions with research evidence

 

 

4

Screen Design

Includes a variety of graphics, text, and animation that exhibits a sense of wholeness. Creative use of navigational tools and buttons

10

Includes a variety of graphics, text, and animation. Adequate navigational tools and buttons

 

 

6

Includes combinations of graphics and text, but buttons are difficult to navigate. Some buttons and navigational tools work

5

Either confusing or cluttered, barren or stark. Buttons or navigational tools are absent or confusing

 

4

Oral Presentation

Elocution/Eye Contact

Maintains eye contact and pronounces all terms precisely. All audience members can hear

 

 

 

 

10

Maintains eye contact most of the time and pronounces most words correctly. Most audience members can hear presentation

 

 

6

Occasionally uses eye contact, mostly reading presentation, and incorrectly pronounces terms. Audience members have difficulty hearing

 

5

Reads with no eye contact and incorrectly pronounces terms. Speaks too quietly

 

 

 

 

4

 

Possible 35 Points

 

 

 

 

 

 

 

 

 

 

 

 

 

Community Service Project Rubric

 

Reflect on service as a component

of active citizenship, community

engagement, and social

responsibility

Demonstrate reciprocity and

responsiveness in volunteer service

with a community organizations

Describe and analyze the social

issues relevant to the community

organization

and writing

 

 

Accomplished

 

 

 

 

 

 

 

 

 

 

 

 

 

20-50 points

Student clearly articulates his/her

ideas about active citizenship/community engagement and social

responsibility. Student is able to make clear connections between

community service and being a responsible and engaged citizen.

Student clearly articulates how his/her volunteer experience has been

more than a one-way relationship

(more than one person acting as the

giver, and the other, the receiver).

Student clearly articulates how s/he

was responsive to those served, and

how s/he was affected

or changed by these relationships.

Student demonstrates sensitivity to

and respect for those that s/he served

Student clearly demonstrates

knowledge and critical analysis of the important social issues facing the population served. Description and analysis shows depth and complexity. Student draws clear, relevant and nuanced connections between his/her analysis of the social issues and the community

organization served.

Developed

 

 

 

 

15-20 points

Student has ideas about active citizenship/community engagement and social responsibility, but are not fully integrated with how service is

related to these ideas.

 

Student demonstrates basic

awareness of reciprocal relationships

in the context or service, and

demonstrates how s/he has been

responsive, sensitive, or respectful

Student demonstrates knowledge of the important social issues facing the population served but lacks depth or complexity. Student is able to draw

connections between the social

issues and the community

organization served.

 

Developing

 

 

 

 

 

10-15 points

Student has incomplete ideas about active citizenship/community

engagement and social responsibility

and shows little ability to integrate

how service is related to these ideas.

Student demonstrates basic awareness of reciprocity,

responsiveness, sensitivity, and

respect, but has not fully integrated

these traits into their understanding of

service.

Student demonstrates only basic

knowledge of the social issues facing the population served, and lacks depth and complexity. Application of social issues to the community

served is simplistic and lack nuance.

 

 

 

Undeveloped

 

 

 

 

 

 

10-below points

Student does not articulate ideas

about active citizenship/community

engagement or social responsibility,

and is unable to integrate how

service is related to these ideas.

 

Student is unable to demonstrate an

appreciation of reciprocity,

responsiveness, sensitivity, and

respect in the context of service.

Volunteer service, for this student, is a one-way relationship.

Student has little understanding of the important social issues facing the population served. Application of the social issues are simplistic, irrelevant and superficial.

 

 

 

 

 

Students will get the lower end of the grade for each category for late attendance. For example, late attendance will drop the score by 5 points.

 

 

Appendix C

Critical Task 1 Part B

Title: Health Awareness Bulletin Board Awareness Campaign (For Different Ethnic Backgrounds) Student will do a research paper with this assignment as well.

Competencies:

Knowledge of pathology and prevention of human diseases and Disorder

Knowledge of consumer health related practices and media literacy

Knowledge of environmental health

Knowledge of personal health behaviors and wellness

Directions:

Awareness campaign is designed to reach out to, and educate, the broader society through a structured campaign involving visual and written, material. This project is designed to help educate the general community (students) about a specific health topic you pick for different ethnic backgrounds.

 

For example:

Asthma

Diabetes

Safe Sex

HIV/AIDS

 

 

 

Possible 25 Points

GRADING RUBRIC FOR A RESEARCH PAPER

 

CATEGORY

10

6

5

4

Introduction/

Thesis

____

 

 

 

*exceptional introduction that grabs interest of reader and states topic.

**thesis is exceptionally clear, arguable, well-developed, and a definitive statement.

*proficient introduction that is interesting and states topic.

**thesis is clear and arguable statement of position.

*basic introduction that states topic but lacks interest.

**thesis is somewhat clear and arguable.

*weak or no introduction of topic.

**paper’s purpose is unclear/thesis is weak or missing.

Quality of Information/

Evidence

____

 

 

*paper is exceptionally researched, extremely detailed, and historically accurate.

**information clearly relates to the thesis.

*information relates to the main topic.

**paper is well-researched in detail and from a variety of sources.

*information relates to the main topic, few details and/or examples are given.

**shows a limited variety of sources.

*information has little or nothing to do with the thesis.

**information has weak or no connection to the thesis.

Support of Thesis/Analysis

____

 

 

*exceptionally critical, relevant and consistent connections made between evidence and thesis.

**excellent analysis.

*consistent connections made between evidence and thesis

**good analysis.

*some connections made between evidence and thesis.

**some analysis.

*limited or no connections made between evidence and thesis.

**lack of analysis.

Organization/

Development of Thesis

____

 

 

*exceptionally clear, logical, mature, and thorough development of thesis with excellent transitions between and within paragraphs.

*clear and logical order that supports thesis with good transitions between and within paragraphs.

*somewhat clear and logical development with basic transitions between and within paragraphs.

*lacks development of ideas with weak or no transitions between and within paragraphs.

Conclusion

____

 

 

 

*excellent summary of topic with concluding ideas that impact reader.

**introduces no new information.

*good summary of topic with clear concluding ideas.

**introduces no new information.

*basic summary of topic with some final concluding ideas.

**introduces no new information.

*lack of summary of topic.

Style/Voice

____

 

 

 

 

 

 

 

 

*style and voice are not only appropriate to the given audience and purpose, but also show originality and creativity.

**word choice is specific, purposeful, dynamic and varied.

***sentences are clear, active (subject-verb-object), and to the point.

*style and voice appropriate to the given audience and purpose.

**word choice is specific and purposeful, and somewhat varied throughout.

***sentences are mostly clear, active (SVO), and to the point.

*style and voice somewhat appropriate to given audience and purpose.

**word choice is often unspecific, generic, redundant, and clichéd.

***sentences are somewhat unclear; excessive use of passive voice.

*style and voice inappropriate or do not address given audience, purpose, etc.

**word choice is excessively redundant, clichéd, and unspecific.

***sentences are very unclear.

Grammar/Usage/

Mechanics

____

 

 

*control of grammar, usage, and mechanics.

**almost entirely free of spelling, punctuation, and grammatical errors.

*may contain few spelling, punctuation, and grammar errors.

*contains several spelling, punctuation, and grammar errors which detract from the paper’s readability.

*so many spelling, punctuation, and grammar errors that the paper cannot be understood.


Reference Format

____

 

 

*conforms to APA rules for formatting and citation of sources are perfect.

*conforms to APA rules for formatting and citation of sources with minor exceptions.

*frequent errors in APA format.

*lack of APA format/numerous errors.

 

 

 

 

 

 

 

 

Possible 25 Points

 

 

 

 

Health Awareness Bulletin Board Rubric

 

 

Criteria

Exemplary

10

Proficient

6

Emerging

5

Limited

4

 

 

 

 

 

Quality of Construction

 

The bulletin board shows considerable attention to construction. The items are neatly trimmed. All items are carefully and securely attached. There are no stray marks, smudges or glue stains. Nothing is hanging over the edges.

 

The bulletin board shows attention to construction. The items are neatly trimmed. All items are carefully and securely attached. A few barely noticeable stray marks, smudges or glue stains are present. Nothing is hanging over the edges.

 

 

The bulletin board shows some attention to construction. Most items are neatly trimmed. All items are securely attached. A few barely noticeable stray marks, smudges or glue stains are present. Nothing is hanging over the edges.

 

The bulletin board was put together sloppily. Items appear to be just "slapped on". Pieces may be loose or hanging over the edges. Smudges, stains, rips, uneven edges, and/or stray marks are evident.

 

 

 

 

Creativity

 

Several of the graphics or objects used in the bulletin board reflect an exceptional degree of student creativity in their creation and/or display.

 

One or two of the graphics or objects used in the bulletin board reflect student creativity in their creation and/or display.

 

One or two graphics or objects were made or customized by students, but the ideas were typical rather than original.

 

Students did not make or customize any of the items on the bulletin board.

 

 

 

 

Attention to Theme

 

Students give a reasonable explanation of how every item in the bulletin board is related to the assigned theme. For most items, the relationship is clear without explanation.

 

Students gives a reasonable explanation of how most items in the bulletin board are related to the assigned theme. For many of the items, the relationship is clear without explanation.

 

 

Students gives a fairly reasonable explanation of how most items in the bulletin board are related to the assigned theme.

 

The students’ explanations are weak and illustrate difficulty understanding how to relate items to the assigned theme.

 

 

Time and Effort

 

Much time and effort went into the planning and design of the bulletin board.

 

Adequate time and effort went into the planning and design of the bulletin board.

 

Some time and effort went into the planning and design of the bulletin board.

 

Minimal time and effort went into the planning and design of the bulletin board.

 

 

 

Titles and Text

 

Titles and text were easy to read from a distance. Text varied in color, size and/or style for different text elements.

 

Titles and text were easy to read close-up. Text varied in color, size and/or style for different text elements.

 

Titles and text were easy to read close-up. There was little variation in the appearance of text.

 

Titles and/or text were hard to read, even when the reader is close.

 

 

Score 50 Points

 

 

 

 

Appendix D

Critical Task 2

Final Exam (PowerPoint Presentation)

 

How a Particular Disease has Impacted Your Family or Community

PowerPoint Presentations Rubric/Student Presentation (Teaching)

 

Students will complete a 7-8 page (Title Page and Reference Page not Included) PowerPoint Presentation on How a Particular Disease has impacted their family at some point or community (lived in or ethnic background)

 

 
 
 
 
 
 
 
 
PowerPoint Presentations Rubric/Student Presentation (Teaching)

 

 

Exemplary

Accomplished

Developing

Beginning

Organization

Information presented in logical, interesting sequence

10

 

Information in logical sequence

 

 

 

6

Difficult to follow presentation--student jumps around

 

5

Cannot understand presentation--no sequence of information

4

Subject Knowledge

Demonstrates full knowledge by answering all class questions with explanations and elaborations

 

 

10

 

At ease with expected answers to questions but does not elaborate

 

 

 

6

Uncomfortable with information and is able to answer only rudimentary questions

 

5

Does not have a grasp of the information. Cannot answer questions about subject

 

 

4

Graphics

Explain and reinforce screen text and presentation

 

10

Relate to text and presentation

 

 

 

6

Occasionally uses graphics that rarely support text and presentation

 

5

Uses superfluous graphics or no graphics

 

4

Research

Uses a variety of sources in reaching accurate conclusions

 

 

10

Uses a variety of sources in reaching conclusions

 

 

6

Presents only evidence that supports a preconceived point of view

5

Does not justify conclusions with research evidence

 

 

4

Screen Design

Includes a variety of graphics, text, and animation that exhibits a sense of wholeness. Creative use of navigational tools and buttons

10

Includes a variety of graphics, text, and animation. Adequate navigational tools and buttons

 

 

6

Includes combinations of graphics and text, but buttons are difficult to navigate. Some buttons and navigational tools work

5

Either confusing or cluttered, barren or stark. Buttons or navigational tools are absent or confusing

 

4

 

Possible 50 Points

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Rubric for Journals Extra Credit (2 journal postings X 11.7 points each = points possible)

Point Value

ALL of the following criteria must be met in each category to receive the points:

11.7-8.92 points

·         Timely response

·         Complete sentences

·         Grammatically correct

·         Appropriate capitalization, spelling, and punctuation

·         Professional language

·         Annotated (meaning you summarize what the author wrote in your own words and it have substantive quality)

·         Also have some somewhere in summary your opinion of the summary

·         Having cited at least once or more in APA format in summary

·         Having references (references preferably no more than 5 years old)

points

·         Timely response

·         Complete sentences

·         Grammatically correct

·         Appropriate capitalization, spelling, and punctuation

·         Professional language

·         Annotated (meaning you summarize what the author wrote in your own words having some substantive quality)

·         Having cited at least once or more in APA format in summary

 

6.92- 8.92points

·         Timely response

·         Complete sentences

·         Grammatically correct

·         Appropriate capitalization, spelling, and punctuation

·         Professional language

·         Annotated (meaning you summarize what the author wrote in your own words having less than some substantive quality)

·         Having cited at least once or more in APA format in summary

 

4.92-6.92 points

·         Timely response

·         Complete sentences

·         Grammatically correct

·         Appropriate capitalization, spelling, and punctuation

·         Professional language

·         Annotated (meaning you summarize what the author wrote in your own words having no real substantive quality)

2.92 points-4.92 points

·         Timely response

·         Complete sentences

·         Professional language

·         Annotated (meaning you summarize what the author wrote in your own words)

0 points

·         Either original posting or reply to peer are over 72 hours past due date/time

 

1 point deduction per day late (either original posting) including weekends. Any postings beyond 72 hours (3 days) from due date/time will result in a zero grade for the discussion.

Possible 11.7 Points

 

 

 

 

 

 

 

 

 

 

 

 

 

Appendix E

 

Self-Assessment Portfolio 6:50 pm

Example

Cover Page:

 

Title

Self-Assessment Portfolio

 

Name

Ms. Scurry

 

Class Name

HLP 1002C

 

Table content

Chapter 1….. (Title)

Chapter 2….. (Title)

 

Label each chapter

 

Each chapter numbered

 

Last page blank

Layout

Creativity

Content

Grammar

Total points35 points

NOTE: All assignment must be typed. Self-assessment portfolio will start will a deduction 5 points in each sections that is incomplete. For example no title and no back page that equal 10 points.

 

Appendix F (Both Worth 100 Points)

Pre-Test (Test your knowledge)

 

Appendix G (Both Worth 100 Points)

 

Post-test (Testing your knowledge)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 


This course is an introduction to personal financial management, including basic financial planning, savings, and investment practices. Students will learn how to create a budget and develop plans for the future, incorporating decisions related to consumer buying, personal credit, individual and family savings, investment, home ownership, insurance and retirement needs.

ewc-shield_cEDWARD WATERS COLLEGE

DEPARTMENT OF TEACHER EDUCATION AND URBAN STUDIES SYLLABUS

Basic Information

Term: SPRING, 2020                                                         Meeting Time and Location- 9:00-9:50

 Instructor’s Name   Josetta Arnold                           Mon. Wed. Fri.  

                                                                                       Mon. Lab    10:00-11:00                              

 Instructor Email- j.arnold@ewc.edu                          Instructor Phone: 904-470-8124,

                                                                                                                Please leave message

 

Office Location- Room 1 @ JWJ                                         Office Hours- M, W, 1:00-3:00pm

Course Name-EDG: 3321 c  –Instructional Planning and Assessment/ with LAB

Catalog Description- This course is designed to define curriculum, instruction, achievement, and ability in the K – 6 setting. Emphasis on the following concepts: (1) basic steps included in the instructional process; (2) main considerations in planning instructions; (3) understanding the three levels of teaching objectives; (4) describing instruction in terms of the cognitive, affective and psychomotor domains; (5) constructing learning outcomes; and (6) outlining instructional planning for accommodating students with exceptionalities.

Prerequisites- EDU 200

Texts, Materials- Methods for Effective Teaching- Meeting the Needs of All Students (Sixth Edition): Your text is on line and is a mandatory requirement.

Pearson-ISBN: 0-13-289364-9

Burden, Paul and Byrd, David

Disclaimer- The instructor has the right to alter or adjust the syllabus as needed. There are in class assignments and handouts.

Student Learning Outcomes

By the end of this course, the successful student will be able to do the following:

To demonstrate the knowledge of Quality of Instruction through:

 

1. Instructional Design and Lesson Planning.

Applying concepts from human development and learning theories, the effective   educator consistently:

b. Sequences lessons and concepts to ensure coherence and required prior knowledge;

c. Designs instruction for students to achieve mastery;

d. Selects appropriate formative assessments to monitor learning;

2. The Learning Environment.

Respects students’ cultural linguistic and family background;

e. Models clear, acceptable oral and written communication skills;

f. maintains a climate of openness, inquiry, fairness and support;

 

3. Instructional Delivery and Facilitation.

d. Modify instruction to respond to preconceptions or misconceptions;

e. Relate and integrate the subject matter with other disciplines and life experiences;

f. Employ higher-order questioning techniques;

g. Apply varied instructional strategies and resources, including appropriate technology, to provide comprehensible instruction, and to teach for student understanding;

h. Differentiate instruction based on an assessment of student learning needs and recognition of individual differences in students;

 

4.  Assessment.

c. Uses a variety of assessment tools to monitor student progress, achievement and learning gains;

d. Modifies assessments and testing conditions to accommodate learning styles and varying levels of knowledge;

 

     5.  Continuous Improvement

d. Collaborates with the home, school and larger communities to foster communication and to support student learning and continuous improvement;

     e. Engages in targeted professional growth opportunities and reflective practices.

 

    6.  Professional Conduct

c. Apply knowledge of rights, legal responsibilities, and procedures for reporting incidences of abuse, neglect, or other signs of distress.

 d. Identify and apply policies and procedures for the safe, appropriate, and ethical use of technologies.

e. Determine and apply the appropriate use and maintenance of students' information and records.

 

    7.  Teaching English Language Learners (ELLs)

d. Evaluate and differentiate standards-based curriculum, materials, resources, and technology for ELLs based on multicultural, multi-level learning environments.

e. Analyze assessment issues as they affect ELLs and determine appropriate accommodations according to Ells varying English proficiency levels and academic levels.

 

    8.  Literacy Strategies                                                                                                                

d. Apply appropriate literacy strategies for developing higher-order critical thinking skills.

e. Select appropriate resources for the subject matter and students' literacy levels.

f. Differentiate instructional practices based on literacy data for all students.

 

                                                                                                                                                           

Program Outcomes- This course applies to the major in Department of Teacher Education and Urban Studies and contributes to the following program-level outcomes:

 

To successfully complete the Edward Waters College Teacher Education Program and to be endorsed for certification as a teacher in State of Florida, a student must have passing scores on the Florida Teacher Certification Examinations (FTCE – General Knowledge, Subject Area, and Professional) and understand the standards of Florida Education Accomplished Competencies, the Subject Area Competencies, and the Professional Area Competencies and demonstrate proficiency in the four areas listed below.

1.       REFLECTIVE DECISION-MAKING:  Upon completion of the EWC TEP, each teacher candidate will acquire the ability to take risks and decide the best course of action in a given situation.  In addition, teacher candidate will engage in reflective teaching and decision-making by continuously assessing themselves as educators and their students as learners by adjusting teaching and assessment.

2.      INSTRUCTIONAL LEADER:  Upon completion of the EWC TEP, each teacher candidate will be an instructional, knowledgeable leader in his/her respective content area(s).

3.      SYSTEMATIC PLANNER:  Upon completion of the EWC TEP, each teacher candidate will become systematic planners who welcome the challenge of meeting the needs of an increasingly diverse and inclusive community of learners.

4.      EFFECTIVE COMMUNICATOR:  Upon completion of the EWC TEP, each teacher candidate will demonstrate the tools to identify, characterize, and effectively communicate with diverse ethnic, cultural, and linguistic groups present in today’s classrooms.

METHODS OF INSTRUCTIONS

A variety of technological and informational resources (e.g. libraries, databases, computer networks, video, overhead transparencies)        

      Lectures

      Group Presentations

      Reading in textbook(s)

      Modeling

      Class Discussion

      Written Assignments

 

Academic Policies

 

Academic Dishonesty- Academic dishonesty and plagiarism are very serious offenses.  Each student is expected to do his/her own thinking on all quizzes, tests, class work, book reports, research papers, and homework assignments.  If any student is found to be copying from another student, books, or internet sites, or cheating during a quiz or test, he/she will be referred to the Student Counseling Center, have a conference with the teacher, and a grade of F for this course will be awarded.   The student may also be dropped from the course.

 

Attendance- No more than three (3) unexcused absences are permitted in a semester in order to pass this course.  All other absences require a doctor’s note, hospital note, court form, juror duty request, obituary program, or an official note to be considered as an excused absence.   Attendance plays a major role in the learning process.  Students should attend class prepared to work in order to achieve academic success.

 

Your regular class room attendance is required for you to attain the best from this course.  Since effective teaching is data based and research driven, research indicates that learning is most affected by attendance. Therefore, your attendance also affords you the opportunity to learn effective teaching techniques that are discussed and modeled throughout the course. Lack of attendance hinders your opportunity to earn the points required for an A grade.

Late Work- Late Work: 1. Every assignment has a due date. Students are expected to submit assignments on or before the assigned due date.

2. Papers handed in after the due date will receive a 5-point deduction for each DAY/CLASS PERIOD (or part thereof) following the due date. This late policy will apply to all assignments for which no application for extension has been made.

 

Absences Caused by Short-term Suspensions- Absences that result from short-term suspensions due to violations of the principles outlined in the Student Life Agreement will be treated as unexcused absences, and significant academic penalties may apply as a result of such unexcused absences. 

 

Other Absences – This is not an on-line class, therefore, daily attendance is required.  Although the College allows for three excused absences, a severe penalty for 10 or more absences exist for THIS CLASS. There are only 45 class days per semester,

anyone with 10 unexcused absences cannot expect a grade above a C. If you miss 66% of class do not expect to pass THIS CLASS.

 

Outside-of-Class Expectations-: Learning takes time; the more effectively you spend time, the greater the chance of success in learning. To maximize learning in this class, you should budget at least 2 hours outside of class for every 1 hour of scheduled class time. If you plan on multi-tasking during study (surfing the Internet, listening to music, texting, Tweeting, etc.), please budget additional time.

 

 

Class Expectations- The College seeks to provide an environment where discussions and expressions of all views relevant to the subject are recognized and necessary to the educational process.  Students do not have the right to interfere with the instructor’s right to teach or the other students’ right to learn.  A student demonstrating inappropriate behavior during class time will be asked to leave the class.  The student’s behavior will be discussed with the instructor following the class or prior to the next class session. 

Cell phones and beepers are not needed in class.  Leave them home, or they must be turned off during class time.  They are distracting for other students who are here to learn as well as a distraction to the instructor.

 

 

 

Disability Accommodations. If a student has a disability that qualifies under the Americans Disability Act (ADA) and requires accommodations; he/she should contact the Counseling Center for information on appropriate policies and procedures. Disabilities covered by ADA may include learning, psychiatric, physical disabilities, or chronic health disorders. Students can contact the Counseling Center staff if they are not certain whether a medical condition/disability qualifies.

Address: Edward Waters College, Counseling Center

                                     1658 Kings Road

                                    Jacksonville, FL 32209

Telephone: 904.470.8990 or 8231 Fax: 904.470.8036

Individuals with hearing impairments can contact our office using the Florida Relay Service at 1-800-955-8771 (TTY) or email Ragan Summers at ragan.summers@ewc.edu.

 

 

Dress Code- Students must dress in a manner that will not constitute a disruption or a safety hazard or exhibit impropriety in the College:

      Student dress and grooming shall be neat and clean.

      Shoes/sneakers shall be worn.  Bedroom slippers should not be worn outside of the dormitories.

      Students should not wear clothing that promotes alcohol, cigarettes, sexual impressions, violence, drugs and profanity.

      Revealing clothing should not be worn.  The wearing of overly tight, distracting see through or mesh garments, extreme styles or inappropriate apparel is not permitted.

      Male students shall not wear hats, caps, and/or head attire inside any of the campus buildings.

Pants or skirts must be pulled up to the waist and worn at the waist at all times.

 

 

Other Department Requirements-Students will:

 

Carry and display your Edward Waters College student ID card and have it ready to show upon entering the building.

 

Obey parking restrictions and do not park on the grass across from the building.

 

Unplug all listening devices upon entering the building.

 

Do not bring any alcohol, contraband (marijuana in any form) into the building.  This is a public school building and any drug offense will become a felony one instead of a misdemeanor one.

 

Use only the designated EWC building entrance.

 

Do not enter restricted areas upstairs and beyond the EWC boundaries.

 

Use ONLY your EWC email for all correspondences with this instructor.

 

 

 

 

Course Outline and Schedule

Week

Student Learning Outcomes

Article and/or

other readings

Assignment

Critical Task

Week 1

Jan.13

Introduction to Syllabus, Expectations, Assignments

Reflective Journal/Note

book

Professional Educator Dictionary

 

Professional Educators

Diagnostic

In-Class writing

Subject Area/ GK

Pre-test

Week 2

Jan.

20

1 FEAP-Continuous Professional Improvement Designs purposeful professional goals to strengthen the effectiveness of instruction based on students’ needs e. Engages in targeted professional growth opportunities and reflective practices Professional Development

Article handout

What makes an effective teacher?

Complete FEAPS self-assessment tool

Begin Reflective Journal/

Notebook

Record your FEAPS self-assessment results in folder for future reference.

 

During MLK Holiday Participate in Education

Club Activity

Week 3

Jan.

27

6. The Learning Environment d. Respects students’ cultural linguistic and family background e. Models clear, acceptable oral and written communication skills; f. Maintains a climate of openness, inquiry, fairness and support;

Chap.2

What is Planning

 

 

 

 

Chapter 3

Fundamental  Planning

Hand out on Competency 2

 

Planning and effective classroom management

ESOL Requirement Review

 

 Assigned vocabulary definitions for your Professional

Dictionary

Week

4

Feb.

3

 

Instructional Delivery and Facilitation. g. Apply varied instructional strategies and resources, including appropriate technology, to provide comprehensible instruction, and to teach for student understanding h. Differentiate instruction based on an assessment of student learning needs and recognition of individual differences in students;

 

On-line Journal review of Carol Dwerk’s book

GRWOTH MINDSET

 

 

 

 

Critical Task 1

Written paper and oral Presentation synthesis of Dwerks Philosophy on Teacher Praise

 Reflect how this information lends to instructional planning

Week 5

Feb.

10

Instructional Design and Lesson Planning a. Aligns instruction with state adopted standards at the appropriate level of rigor, b. Sequences

lessons and concepts to ensure coherence and required prior knowledge; c. Designs instruction for students to achieve mastery

Review of three types of plans

Reflective Journal and Dictionary

Review

 

 

Week 6

Feb.

17

Instructional Design and Lesson Planning a. Aligns instruction with state adopted standards at the appropriate level of rigor, b. Sequences lessons and concepts to ensure coherence and required prior knowledge; c. Designs instruction for students to achieve mastery

Higher Order Thinking Verbs

And

 Write two objectives for each learning domain and use higher order verbs in each.

 

Week 7

 

Feb.

24

Instructional Delivery and Facilitation. Relate and integrate the subject matter with other disciplines and life experiences; f. Employ higher-order questioning techniques;

 

Higher Order Thinking Verbs

 

Second in-class writing

assignment

Week 8

 

March

2

Sequences lessons and concepts to ensure coherence and required prior knowledge; Designs instruction for students to achieve mastery

 

Mid-term

Exam

Complete Chapter 2 Clinical

Disposition

Critical Task 2

Develop and present a developmentally appropriate lesson plan for either K, First or Second Grade integrating two subject area.

Week

9

March

  9

 

 

SPRING

 

 

 

 

BREAK

 

 

 

 

 

 

 

Week

10

March

16

Instructional Delivery and Facilitation. Relate and integrate the subject matter with other disciplines and life experiences; f. Employ higher-order questioning techniques;

 

 

Hand out

applying the SIOP model

Complete Clinical Disposition

Chapter 11

( making accommodations in assessment)

 

Lesson Plan Presentations.

Review the Oral Presentation Rubric

Week

11

 

March

23

The Learning Environment a. Organizes, allocates, and manages the resources of time, space, and attention; b. Manages individual and class behaviors through a well-planned management system

 

Chap. 7

Promoting critical thinking

p.171-185

Reflective Journal and Dictionary

Review

 

Week

12

March

30

Instructional Delivery and Facilitation

Differentiate instruction based on an assessment of student learning needs and recognition of individual differences in students

 

  Public School Observations and Summaires

Critical Task 3

Develop and present a lesson plan for grades 3, 4 or 5 to include an assigned ELL and Exceptionality

Week 13

 

April

6

Instructional Delivery and Facilitation

 

 

Chap. 4

Types of

Instructional goals

 

Planning lessons p.105

 

Chap.5-6

Types of instructional

Planning

p.123-165

In Class writing  APA Assessment and chapters synthesis

 

Week 14

 

April

11

Assessment

Modifies assessments and testing conditions to accommodate learning styles and varying levels of knowledge

 

Chap. 11

 

 

EASTER  BREAK

 

On-line search for methods of Authentic Assessments

 

Week

15

 April

20

 

 

 

 

d. Modify instruction to respond to preconceptions or misconceptions;

e. Relate and integrate the subject matter with other disciplines and life experiences;

f. Employ higher-order questioning techniques;

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

SENIOR FINAL EXAMS

 

 

 

 

 

 

 

 

Methods of Effective Assessment

Handout and INSPIRE UNIT

 

 

 

 

Final Lesson Plan

Presentations

 

Gradual Release Lesson for

Grades 3-5

Week 16

April

27

CLASS

 

READING

DAY

 

 

Professional

d. Collaborates with the home, school and larger communities to foster communication and to support student learning and continuous improvement;

e. Engages in targeted professional growth opportunities and reflective practices

 

 

Video: Parent Involvement.

Working

Through cultural and language differences

Turn in Reflective Journal

 ESOL Review

Week 20

May

4

 

 

Exam

 

Week

 

 

Assessment and Grades

Assessment- Learning will be assessed through the following methods:

 

1.      Instructional Design and Lesson Planning: FEAPS

 g. Apply varied instructional strategies and resources, including appropriate technology, to provide comprehensible instruction, and to teach for student understanding; h. Differentiate instruction based on an assessment of student learning needs and recognition of individual differences in students; Aligns instruction with state adopted standards at the appropriate level of rigor. Assessment: Development of and presentation of various lesson plans

and instructional strategies.

 

2.      Learning Environment: FEAPS

d. Respects students’ cultural linguistic and family background e. Models clear, acceptable oral and written communication skills; Respects students’ cultural linguistic and family background

 Assessment: Develops and presentation of lesson plans that differentiates instruction to accommodate student’s   needs

 

 

3.      Instructional Delivery and Facilitation:

Deliver engaging and challenging lessons; b. Deepen and enrich students’ understanding through content area literacy strategies, verbalization of thought, and application of the subject matter; Assessment:  Develops and presentation of lesson plans that aligns instruction with state adopted standards at the appropriate level of rigor.

 

5.      Assessment:  FEAPS

Selects appropriate formative assessments to monitor learning; e. Uses diagnostic student data to plan lessons; and f.  Develops learning experiences that require students to demonstrate a variety of applicable skills and competencies. D. Selects appropriate formative assessments to monitor learning Assessment:  Develops a presentation of various lesson plan strategies: Assessment by Department Vocabulary, Written and Oral Presentation Rubric

 

 

6.       Professional: FEAPS: Engages in targeted professional growth opportunities and reflective practices. Assessment: Reflective Journal and dictionary; Completion of Clinical Activities; Vocabulary, Written and Oral Presentation Rubric

 

Required Portfolio

 

The Florida Educator Accomplished Practices (FEAPs) are the research-based knowledge and skills that all Florida teachers need to implement so that their students can master the skills determined by the Florida Sunshine State Standards.

The six Florida Educator Accomplished Practices are:

·         Instructional Design and Lesson Planning

·         The Learning Environment

·         Instructional Delivery and Facilitation

·         Assessment

·         Continuous Professional Improvement

·         Professional Responsibility and Ethical Conduct

There are five required competencies to complete for the FEAP Portfolio:

·         FEAP # 1

·         FEAP # 2

·         FEAP # 3

·         FEAP # 4

·         FEAP # 5

 

 

 

Student is required to maintain an e-portfolio and a portfolio book.  Artifact must be graded and approved by each professor.  Students are also required to make all corrections on artifacts before placing them in either portfolio.  Remember that Mrs. Johnson will assist you with all writing corrections.  She is located in room #11.

 

Other Student requirements:

You must take the General Knowledge pre-test even if you have taken it before.  This gathers data to assess your readiness for the test.  Extra credit ( 5 point max) is given for each time you spend an hour with the General Knowledge tutors.  You must sign in for this credit.

 

All written assignments must go through the writing center or the General Knowledge writing tutor before turning in.  10-20- points will be deducted for grammatical and structural errors. These resources are available for YOU to become professional educators so USE them!

 

Extra credit is given for using the Curriculum Lab for lesson plan presentations. You must sign in at the lab for credit (5 point max).

 

 

 

Final Grades- Final grades will be calculated as follows: Combined mid-term and final grade will equal 400 points for an A grade as follows.

Components of Mid-Term Grade

 

 

In Class writing –Pre-Assessment

15 points

 

Grade

Points

Grade

%

Class discussion and participation

 

Professional Dictionary

 

10

Points

10

points

 

A

400- 375

 

 

Research Article and

2nd in- class writing

25

points

 

B

374-350

 

K-2 lesson plan presentation

45

 points

 

C

349-324

 

Mid-Term exam

75 points

 

D

323-300

 

General Knowledge Test Tutoring

 

10

points

 

F

299-

 

Clinical Participation (5 pts. Ea.)

10

points

 

 

 

Total for Mid-Term

200

 

 

 

 

 

Components of  Final Grade

APA Assessment and chapter synthesis

30 points

Class discussion using vocabulary as assigned

 

Professional Dictionary

 

10Points

 

10 points

 Grade 3-5 lesson plan and presentation for lower elementary grade

50

points

   

Final Exam Lesson Plan Presentation

 

75 points

 

 

General Knowledge Test Tutoring

10 points

Clinical Participation 5 points each

Total for Mid-Term

200

 

 

 

 

 

 

 

10

 

 

 

Critical Tasks

 

Critical Task 1: EDU 330: Instructional Planning and Assessment

 

Activity: Written paper and oral presentation synthesis of chapter 2 and Multi-. Intelligences and reflect how this information lends to instructional planning

 

Florida Education Accomplished Practices: 

h. Differentiate instruction based on an assessment of student learning needs and recognition of individual differences in students.

1.f. Develops learning experiences that require students to demonstrate a variety of applicable skills and competencies.

3.e.Models clear,acceptable oral and written communication skills

3. g Integrates current information and communication technologies

4. b Deepen and enrich student’s understanding through content area literacy strategies, verbalization of thought, and application of the subject matter.

 

Directions:

 

1.       Read and reflect chapter 2 “Knowing your student- sources of student diversity.”

2.      Complete the Multi-Intelligence Inventory and record your score.

3.      Research other foundational applications of three other learning or intelligence theories

4.      Evaluate those theories, application and implementation to chapter 2 “Differentiating Instruction.”

5.      Write your summary in APA format, references and citations.

6.      Present a written copy of your paper to your Professor; place a copy in your Reflective Journal to upload into your Portfolio.

Assessment: Vocabulary, Written and Oral Presentation Rubric

 

 

 

Critical Task 2 EDU 330: Instructional Planning and Assessment

 

Activity: Develop and present a developmentally appropriate lesson plan for either K, First or Second Grade integrating two subject areas.

 

Florida Educator Accomplished Practices:

 

g. Apply varied instructional strategies and resources, including appropriate technology, to provide comprehensible instruction, and to teach for student understanding

 h. Differentiate instruction based on an assessment of student learning needs and recognition of individual differences in students

 Aligns instruction with state adopted standards at the appropriate level of rigor

 

Directions:

1.       Select grade level and two subject areas.

2.      Research developmental milestones for that  age and grade level

3.      Using one of the lesson plans discussed in class, develop and present your plan

4.      Include your rationale for your lesson plan design

5.      * Prepare an oral presentation of your plan as if you are teaching that class/grade level.

6.      Present a written copy of your paper to your Professor; place a copy in your Reflective Journal to upload into your Portfolio.

Assessment: Vocabulary, Written and Oral Presentation Rubric

 

 

 

Critical Task 3 EDU 330: Instructional Planning and Assessment

 

Activity:  Develop and present a lesson plan for grades 3, 4 or 5 to include an assigned ELL and Exceptionality

 

Florida Educator Accomplished Practices:

 

h. Differentiate instruction based on an assessment of student learning needs and recognition of individual differences in students.

1.f. Develops learning experiences that require students to demonstrate a variety of applicable skills and competencies.

3.e.Models clear,acceptable oral and written communication skills

3. g Integrates current information and communication technologies

4. b Deepen and enrich student’s understanding through content area literacy strategies, verbalization of thought, and application of the subject matter.

 

 

Directions:

1.  Select grade level and develop a lesson plan that includes methods of instruction for your assigned ELL student and student with a disability

2.   Research best practices for your assigned requirements 

3.   Using one of the lesson plans discussed in class, develop and present your plan

4.   Include your rationale for your lesson plan design

5.  Prepare an oral presentation of your plan.

6.   Present a written copy of your paper to your Professor; place a copy in your Reflective Journal to upload into your Portfolio.

 

Assessment: Vocabulary, Written and Oral Presentation Rubric

 

·         All lesson plan presentations require the following for a complete grade:

Business attire for male and female students.

Activity material for each current class member as part of your lesson demonstration

Assessment tool for your demonstration/presentation

Lesson plan meets agreed upon time limit criteria

 

 

Rubrics

 

EDWARD WATERS COLLEGE

Rubric for Vocabulary Words

 

Name: ______________________________ Date: _______________________

 

Assignment: _____________________________________________________

 

 

Indicator

Excellent

Good

Fair

Poor

Words Identified

Correctly assimilated 20 or more vocabulary words into assignment.

Correctly used 19-15  of assigned  vocabulary words

In assignment

Correctly used 15-10 assigned vocabulary words

Lacked evidence of assigned vocabulary used less than 10 assigned words.

Elements

Included vocabulary from discussions that were not assigned.

Some vocabulary from discussions that were not assigned vocabulary.

Most vocabulary from discussions that were not assigned vocabulary.

Few vocabulary words were not connected appropriately to assignment.

Definitions

Definitions were detailed and accurately matched the meaning and context clues in sentence.

 Most definitions accurately matched the meaning and context clues in sentence.

Some definitions accurately matched the meaning and context clues in sentence.

 Few definitions were complete and/or did not convey meaning or context in sentences.

Appearance (written work)

Responses were neatly written, easy to read, and grammatically correct

Responses were fairly neatly written with a few grammatical errors

Responses were not neatly written and difficult to read due to grammatical errors.

Responses were not connected and poorly written

 

________Points/Excellent                  ________Points/Fair

 

________Points/Poor                        ________Points/Good

 

 

Rubric A:  Individual Oral Presentation Rubric

 

Speaker/Group            ________________________________       _______________________

 

Assignment:                     _________________________________________________________________

 

     This rubric is designed to clarity the grading process for oral

presentations

Excellent

Good

Average

Poor

Not

Acceptable

1.  Message of work performed

 

  1. Presenter’s level of success in delivering a competent and accurate message?

 

 

 

 

 

2.  Personal style/facial expression

 

  1. Intensity (dynamism/enthusiasm)

 

 

 

 

 

  1. Facial expressions appropriate to subject content

 

 

 

 

 

3. Vocal factors

 

  1. Tempo of words (speech rate) throughout presentation

 

 

 

 

 

  1. Rhythmic variety – ‘speaking tone’ vs “reading tone’

 

 

 

 

 

  1. Volume of voice throughout presentation

 

 

 

 

 

             -Volume of words at ends of phrases/sentences     

 

 

 

 

 

  1. Variety of inflections/pitch/expressiveness

 

 

 

 

 

  1. Pronunciation (level of correctness of sounds and accents)

 

 

 

 

 

  1. Enunciation/articulation (shaping of the sounds to avoid

 

 

 

 

 

            muttering) throughout presentation

 

 

 

 

 

            -Enunciation/articulation at ends of phrases/sentences

 

 

 

 

 

  1. Silent spaces when appropriate between words, and

phrases, and sentences

 

 

 

 

 

  1. Avoidance of disfluencies (“uh,” “like,” “ya know,” etc)

 

 

 

 

 

4.  Eyes

 

  1. Eyes contact with audience

 

 

 

 

 

  1. Eyes moving from script to audience

 

 

 

 

 

5.  Body language and misc.

 

  1. Posture

 

 

 

 

 

  1. Gestures

 

 

 

 

 

  1. Visual Aids (see also Electronic Visual Aid Presentation

Rubric, if required)

 

 

 

 

 

 

 

 

Rubric D:  Writing Rubric 

 

Speaker/Group            ________________________________       _______________________

Assignment:                _________________________________________________________________

 

This rubric is designed to clarity the grading process for oral presentations

Communication by informing you, the writer, what key elements are expected in written work at EWC. However, your writing will not be graded point by point by these items; it will be graded for its overall quality. Further, not all areas may pertain to all assignments.

Excellent

Good

Average

Poor

Not

Acceptable

1.  Presentation

0.       The purpose is clear and consistent.

 

 

 

 

 

Ø  The main claim (thesis) is well-written and significant.

 

 

 

 

 

1.       Organization supports the purpose/thesis.

 

 

 

 

 

2.       Tone and level of formality are appropriate to the purpose/thesis.

 

 

 

 

 

2.  Content

3.       Information and evidence are accurate and support the purpose/thesis.

 

 

 

 

 

4.       Claims and ideas are supported and elaborated with specific details and examples.

 

 

 

 

 

5.       Alternative perspectives are carefully considered and represented, if appropriate.

 

 

 

 

 

3.  Logic/Critical Thinking     

6.       Connections between and among ideas are made.

 

 

 

 

 

7.       Analysis/synthesis/evaluation/interpretation ate effective and consistent.

 

 

 

 

 

8.       Independent thinking is evident.

 

 

 

 

 

9.       Creativity/originality is evident, if appropriate.

 

 

 

 

 

4.  Assignment/Discipline Specific Criteria

10.    Responds to all aspects of the assignment.

 

 

 

 

 

11.    Documents evidence appropriately.

 

 

 

 

 

12.    Considers the appropriate audience/implied reader.

 

 

 

 

 

 

Overall Evaluation

 

 

 

 

 

 

 

 

 

 

 
        Excellent           Good         Average              Poor            Not Acceptable

 

Grade: _____________

 

Comments: ____________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

*Faculty may develop their own policy statements or use modified versions of the provided suggestions so long as they conform to the institutional polices outlined in the College Catalog*.

 

 

 

 

 

 

 

 

 


Students will be able to acquire, retain and apply specialized language and knowledge relevant to Human Anatomy & Physiology.

Students will acquire and demonstrate competency in laboratory safety and in routine and specialized anatomical and physiological laboratory skills applicable to anatomy and physiology research, including accurately reporting observations and analysis.

Students will communicate scientific concepts, experimental results and analytical arguments clearly and concisely, both verbally and in writing.


This course will study the roles and functions of the financial manager within the corporate form of business organization, providing an introduction to the critical financial management functions of the business firm including basic financial frameworks, concepts, principles, tools, and techniques. The major topics to be covered include the objectives and functions of financial management, the financial environment affecting the firm, time value of money, capital budgeting, an introduction to domestic and international financial markets, financial analysis and planning, cash flow, and traditional sources of debt and equity financing


The study of Microeconomics builds upon the basic concepts of Macroeconomic theories. It give you an appreciation of how an  understanding of economic factors such as consumer behavior,production, distribution, resource allocation, price and output determination the individual firm. Additionally, we will also look at how firms attempt to maximize  profits under various market structures such as pure competition, monopolistic competition, monopolistic versus and oligopolistic industries. We will also look at  the economic influences of agriculture, labor, rent, interest and profit theory, income accumulation and distribution and International Trade and exchange.

Course Syllabus

Welcome:

This class is designed to give students a firm foundation in macroeconomic Theory. It introduces students to concepts and theories that will enable them to better understand the U.S. economy and Macroeconomic Policies. The following topics will be examined: 

  • History of Economics in the United States
  • Resource utilization
  • The Mixed Economy
  • Supply and Demand
  • Economic fluctuations, Unemployment, and Inflation
  • Economic Growth and Productivity
  • Household, business, Government, Foreign sectors
  • Fiscal Policy and the National Debt
  • Monetary Policy
  • Federal Reserve banking System