this is my project and can send me POs also I picked PRE-ALGBRA
as long as the person is doing use the sample I am good
and these are the POs that i have picked
Three POs.docx
Develop and submit final project: After the title page, the first section of your final project will be entitled Curriculum Design. That section should contain a description of the project and unit of instruction, including why this is important to teach, why it is appropriate for students, sequencing, rationale, and assessment strategies. You may also include outlines or graphs that illustrate how you have organized the content to meet the objectives of your unit. Use the horsemanship project examples as your guide.
The next section is entitled Instructional Design. This section is a step-by-step guide that another teacher could follow. It includes comprehensive lesson plans, all materials for students, including assessment and assignments for your unit. Use the checklist and the horsemanship example as your guide. Please script out exactly what you will say and do for each lesson – the text and horsemanship project have good examples of this scripting. The best start to the project in Week 1 begins with a private discussion with your instructor in which you need to determine, develop, and get approval of your 3 well-written performance objectives (one performance objective per lesson plan). Only when these performance objectives are approved can you begin the work of building the three lessons and two major project pieces. Because of the size of the project, it will be due this week by Thursday midnight. You MUST combine both curriculum and instructional design pieces (with a title page, appendices, and references) as a single Word document, with the same content headings to guide the reader to both the Instructional Design and the Curriculum Design pieces.!
Submit your Word document to the SafeAssign early enough to check the similarity report and fix as needed. You have 3 chances to submit. The final one will be the one that is graded. Remember to submit the final version by Thursday midnight.
The best start to the project in Week 1 begins with a private discussion with your instructor in which you need to determine, develop, and get approval of your 3 well-written performance objectives (one performance objective per lesson plan). Only when these performance objectives are approved can you begin the work of building the three lessons and two major project pieces.
Because of the size of the project, it will be due this week by Thursday midnight. You must combine both curriculum and instructional design pieces (with a title page, appendices, and references) as a single Word document, with the same content headings to guide the reader to both the Instructional Design and the Curriculum Design pieces.
To do this project right, you need to start in Week 1 and build on it a little bit at a time. For example, when you have finished one week, look at the topics you just covered to see what insights it has given you to complete parts of the overall project. As always, keep in close contact with your instructor every week. It is not unusual to spend several hours a week talking with and consulting your instructor. If you wait until week 7 to get started, you will not have enough time. A lot of the ideas and organization of such a project will become increasingly clear each week, but it does take substantial thought to begin to see if all come together. This typically happens in week 7, with the final touches being made in early week 8.
eek 8 Written Assignment (Final Project) – STUDENT NAME – Grade = / 100
Section One: Rationale of Curriculum Design
Objective One: The student will create a curriculum and design project that clearly elaborates a rationale for the design.
Poor (1), Fair (2), Good (3), Very Good (4), Excellent (5)
Criteria
Details
Score
Criteria One
Comprehensively describes where the unit or set of lesson plans fits in the overall curriculum of the subject. (i.e. what would be taught prior to this unit and what comes after this unit is completed)
Criteria Two
Defines the purpose and goal of their design/project.
Criteria Three
Constructs a curriculum map, learning hierarchy or other description that demonstrates a relationship between and among the learning concepts/objectives highlighted in the project.
Criteria Four
Describes a sequencing of learning that makes sense for the particular learners.
Section One Sub Total ( / 20)
Section Two: Evaluation Plan
Objective Two: The student will demonstrate planning to link evaluation and learning in the curriculum and instructional design.
Poor (1), Fair (2), Good (3), Very Good (4), Excellent (5)
Criteria
Details
Score
Criteria One
Articulates an evaluation strategy (including answers to why this strategy for these particular learners and what information should be gained by assessment outcomes).
Criteria Two
Provides detailed assessments in lesson plans (instructional design section). These meet the requirements described in the week 6 assignment including complete answer keys, rubrics, directions for the student and directions for the proctor or instructor.
Criteria Three
Ties assessments to learning objectives in lesson plans (instructional design section).
Criteria Four
Uses a variety of evaluation strategies (tests, discussion, observation, games, etc.) in lesson plan.
Section Two Sub Total ( / 20)
Section Three: Instructional Design
Objective Three: The student will create comprehensive lesson plans to support learning objectives.
Poor (1), Fair (2), Good (3), Very Good (4), Excellent (5)
Criteria
Details
Score
Criteria One
Describes a pre-assessment strategy to determine student readiness.
Criteria Two
Includes 3-5 comprehensive lesson plans. (Note: Use the lesson plan guidelines provided by your instructor.) Learning objectives include the components described in the Gagne text.
Criteria Three
States explicit unit and lesson objectives that are tied to student outcomes.
Criteria Four
Explains and includes all instructional materials (worksheets, information about text, description of activity/project, rubrics for assessment, etc.) Provides information clearly indicating the location of these materials.
Section Three Sub Total ( / 20)
Section Four: Learning Activities
Objective Four: The student will include learning activities that are student appropriate and tied to objectives.
Poor (1), Fair (2), Good (3), Very Good (4), Excellent (5)
Criteria
Details
Score
Criteria One
Describes learning activities in enough detail that another teacher could replicate them in the classroom.
Criteria Two
Creates learning activities that make sense for the audience of intended learners.
Criteria Three
Demonstrates connection between learning activities and stated objectives and goals, if appropriate.
Criteria Four
Designs a variety of learning activities (not all lecture, not all worksheets, not each activity the same).
Section Four Sub Total ( / 20)
Section Five: Quality of Writing
Keiser Graduate School required objective- The student will demonstrate professional writing skills which meet or exceed standards described in the “Quality of Writing Standards Keiser University Graduate School” document
Poor (1), Fair (2), Good (3), Very Good (4), Excellent (5)
Criteria
Details (See next table for more details)
Score
Criteria One
Format: Text meets APA/MSE standards
Criteria Two
Organization: Organization of paper demonstrates critical thinking
Criteria Three
Precision: Student uses terminology and writes clearly and concisely
Criteria Four
Mechanics: Student spells, constructs sentences, and punctuates correctly
Section Five Sub Total ( / 20)
Section One Sub Total ( /20)
Section Two Sub Total ( /20)
Section Three Sub Total ( /20)
Section Four Sub Total ( /20)
Section Five Sub Total ( /20)
Grand Total ( /100)
I need to replace the black information to my owen
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