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Week 7 Assignment: Teaching Plan Mini-Presentation
Deliver a Mini-Presentation Based on Your Teaching Plan. My Teaching Plan is :572287
Mini-Presentation
You will develop a 5- to 8-minute mini-presentation of your teaching plan that you developed during week 7. Your presentation must include both audio and visual components. The presentation is a summary of your teaching plan. Guidelines for your presentation are listed below.Assignment Guidelines
Your mini-presentation should include the following information from your teaching plan:
• The subject or topic that you will be teaching
• The level of instruction
• The learning objectives
• A summary of the content
• Your teaching strategies and learning activities
• Your evaluation process and the rubric for your chosen assignment
Note: Visual aids and creativity are encouraged.Points 75
Overall Presentation Points Range:18 (24%) – 22.5 (30%)
Presentation is mostly clear and organized, contains visual components, and is between 5 and 8 minutes in length.
Level of Instruction & Learning Objectives Points Range:6 (8%) – 7.5 (10%)
Level of instruction and learning objectives are included in the presentation and are clearly explained.
Summary of Content Points Range:12 (16%) – 15 (20%)
A summary of the teaching content is included in the presentation and are clearly explained.
Teaching Strategies & Learning Activities Points Range:12 (16%) – 15 (20%)
Teaching strategies and learning activities are included in the presentation and are clearly explained.
Evaluation Process & Rubric Points Range:12 (16%) – 15 (20%)
Evaluation process and rubric are included in the presentation and are clearly explained.
Remember, that your mini presentation about your lesson plan is due this week. Consider how you will engage your audience. Here are some techniques that you might consider:
• Tell a story.
• Make it visual.
• Show a picture.
• Create an infographic.
• Ask a question. T
• Conduct a poll.
• Quiz them.
• Use an audience-response system.
• Ask them to fill in a __.
• Lead them in a game.
• Use a game-inspired tactic.
• Summarize in a short sentence or slogan.
• Show a short video.
• Use repetition.
• Surprise them.
• Use humor.
• Pause.
• Make eye contact.
• Listen.
• Use a numbered list or a countdown.
• Use an acrostic.
• Share someone’s testimony.
• Use a metaphor or symbol.
• Provide an example.
• Challenge them with a puzzle.
• Be human.
Not all of these will work in your short 5 to 8 minute presentation but try to be creative. By the way, I will only review the first 8 minutes of your presentation and then grade what you have completed. Be concise and stay within the time limit.
In addition, remember the PPT rules.
1. Follow the 5/5/5 rule – no more than five words per line of text, five lines of text per slide, or five text-heavy slides in a row
2. Choose readable colors and fonts
3. Don’t overload your presentation with animations
4. Keep it Simple
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Subject | Teaching Methods | Pages | 6 | Style | APA |
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Answer
- Teaching Plan: Community Health Foundations
(Insert your full name)
- Introduction
This teaching plan focuses on:
- Community Health Foundations
- The level of instruction of the target is freshman
- This course will be delivered using Power point presentation
- Learning Objectives
- Demonstrate understanding of the topic by narrating in detail the historical account of the advancement of community health in the country
- Explain the various factors that contributed to the advancement of community health in the country
- Demonstrate comprehension of the topic by explaining the fundamental principles of epidemiology and their relevance to community health
- Demonstrate an understanding of the topic by explaining how community health can employ health law and policy in improving populations’ health
- Illustrate the various challenges encountered by practitioners in the field of community health and ways of addressing such challenges
- Summary of the Content
- Historical development of community health
- Factors that enhanced community health development
- Epidemiology
- Fundamental principles of epidemiology
- Relevance of epidemiology principles to community health
- Law and Policy in Community Health
- Challenges faced by practitioners in community health
- Solutions to challenges faced by practitioners in community health
- Teaching Strategies and Learning Activities
- Lecture; Lecture will be provided on the topic of the study while students will take down notes.
- Random questions; Participants will answer to questions according to their understanding.
- Discussions on epidemiology principles; During these discussions, participants will be grouped in groups of three persons.
- Short presentations; Groups will present their conclusions about the discussed topic.
- Short tests: These tests will focus on epidemiology principles and other relevant topics.
- Evaluation Process; Formative Evaluation Techniques
The evaluation process will focus above all, on formative evaluation techniques
Formative Evaluation Techniques:
- Asking of random questions in class
- Asking students to submit for sentences identifying key points of the lecture
- Evaluation Process: Summative Evaluation Techniques Cont’….
The evaluation process will secondly focus on summative evaluation techniques
Summative Evaluation
- Use of assignments
- Short test
- Short group presentations
- Rubric of Chosen Assignment
- Conclusion
- This teaching plan focuses on Community Health Foundations
- It encompasses topics such as historical background, epidemiology and law perspectives relating to community health
- By the end of this course participants should be able to reach some learning targets such as describing factors that promoted community health and identifying problems faced by community health practitioners.
- Random questions, lecture, short presentation, discussions, and short tests are among relevant strategies used in this teaching plan
- The evaluation process of this teaching plan focuses on formative and summative evaluation techniques such as group presentations and assignments.
- For each assignment, criteria and expectation defined by the lecturer lead the attribution of marks.
References
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