Handout for Training Session
The principal requires a handout for the professional development training session. The faculty can then use this handout as future reference for compliance.
You must use the following headings for your handout:
1. Contextual Framework
- Include demographics, community background, district or work setting environment, student characteristics, etc.
2. Needs Assessment
- When and how the last needs assessment was administered, findings, etc.
- Are there implications for present and future curriculum development?
3. Lesson Development
- How should staff develop lessons?
- Are they web-based?
- How are lessons evaluated and monitored?
4. Expectations on quality curriculum and instructional design
My handout should be at least seven pages (title page, five-page handout, reference page[s]).
1. Contextual Framework
YOU must determine the student demographics, community background, district or work setting environment, student characteristics, for YOUR project.
The contextual framework will be predicated upon the universal design for learning (UDL) serving as the blueprint for curriculum design addressing the diverse needs of all teenage learners. This framework enables educators to create curricula that include instructional goals, methods, materials, and assessments that because of their flexibility can accommodate all teenage learners and leave no child behind. The framework acknowledges the differences in learning styles of teenage students and attempts to break the barriers to learning that occur in curriculum design that is not flexible.
The contextual framework UDL identifies and removes barriers in curriculum while building scaffolds, supports, and alternatives that meet the learning needs of a wide range of students. The focus is primarily on three different tenets that include 1. multiple or flexible representations of information and concepts (the "what" of learning), 2. multiple or flexible options in expression and performance (the "how" of learning), and 3. multiple or flexible ways to engage learners in the curriculum (the "why" of learning.
2. Needs Assessment
To establish a credible needs assessment, teachers must determine how their students learn. Different students learn through different interpretations of content including visual, auditory, and kinesthetic learners. The teacher must determine which way their students learn and develop curriculum that accentuates the student's learning style whether it be visual, auditory, or kinesthetic. Teachers must consider what will be included in their lesson plans and how to best relay this information to the students when creating their needs assessment.
Needs assessment is predicated upon how a student learns and focusing on their strengths and weaknesses. When a weakness is discovered through the assessment, teachers must attempt to develop lesson plans that accentuate the student's strengths by focusing on how they individually learn. Visual learners like to see what they are being taught while the teacher explains what they are seeing and doing while auditory learners prefer lectures that tell users in words what is being taught through lectures and discussion. Kinesthetic learners need to have a hands-on role in their learning that could combine both the visual ...
The expert examines teaching teenage sessions. The principles required for professional development training are provided.
Community Health Advocacy Project
Design a data collection tool that can be used with your aggregate population. Make sure the tool contains the following:
Demographics name, birth date, ethnicity, sex, education level, and so forth
The questions that you came up with in Part One and any others that you feel would apply
Two additional questions that would be consistent with the goals of Healthy People 2020
Data from reliable sources that answers each of the questions you asked
Include data points with two levels of data for each, if you cannot find two points, a data gap exists.
my aggregate is pregnant adolescents and my questions are:
1. What type of programs might be most effective at bringing down U.S. teenage fertility rates?
2. Do school-based clinics help to reduce teenage birthrates?
3. Can unintended pregnancies among teenagers be avoided if sexually active teenagers used contraception?
4. Is it time for parents, educators, health advocates and community organizations to take actions in developing programs for the prevention of teenage pregnancies?