Teaching Strategies Related to Technology Deficits in the Older Adulthood Developmental Stage.
Teaching Strategies Related to Technology Deficits in the Older Adulthood Developmental Stage.
This is my contribution to a group project that is focused on creating a voice enhanced PowerPoint on \” Teaching Strategies for the Older Adulthood Developmental Stage\”. My topic is \”technology deficits in the older adulthood group\”. As you formulate your plan for this assignment, please incorporate, Behavioral Objectives to overcome the deficits you chose to cover, as well as Determinants of Learning (how the teacher can evaluate their teaching has been effective).
ORDER A PLAGIARISM-FREE PAPER HERE
References: Please use at least four scholarly resources to support your ideas from the literature and include a reference page; these sources must be cited in APA format. Since I am paying for five pages (1375 words), I will require thorough slides with presenter notes or a script that can be read and recorded at a later time by me. I will upload the grading rubric for your reference.Teaching Strategies Related to Technology Deficits in the Older Adulthood Developmental Stage.
Wilmington University
College of Health Professions
NUR 323
Teaching Strategies related to Development Stage.
Presentation Evaluation Rubric
Student(s): ________________________________________________________________________
Learning Principles Developmental Stage: ________________________________________________
Directions: CHECK the box in the column that best describes the extent to which the student’s work meets the expected elements
for each evaluation criterion. In the rubric score column, RECORD the numeric rubric value that best fits the student’s work.Teaching Strategies Related to Technology Deficits in the Older Adulthood Developmental Stage.
NOTE the range for each level of work. For example, you may enter a numeric rubric value from 8.3 – 8. 8 for “acceptable” work.
However, 8.9 will represent “accomplished” work. This rubric directly matches the University’s grading system.
RECORD a rubric score of “0” if elements are not included or submitted in compliance with the assignment guidelines
& cannot be graded on the rubric
| Evaluation Criteria | Unsatisfactory
7. 6 or less 76 or less C- or less |
Developing
7.7 – 8.2 77 – 82 C to C+ |
Acceptable
8.3 – 8.8 83 – 88 B- to B |
Accomplished
8.9 – 9.4 89 – 94 B+ to A- |
Exemplary
9.5 – 10. 0 95 – 100 A |
Rubric Score |
| 1. Presents information related to
Teaching and Learning issues and needs specific to the assigned audience. |
Inadequate discussion of primary focus of the specific audience. | Provides minimal information involving primary focus of the specific audience. | Provides basic information about primary focus of the specific audience. | Provides adequate information about primary focus of the specific audience. | Provides detailed information about primary focus of the specific audience. |
/10 |
| 2. Presents strategies of teaching with rationale related to the Learning Principles. | Inadequate or absent definitions of the principles showing no understanding. | Provides minimal definitions of the principles with minimal understanding. | Provides basic definitions of the principles with moderate understanding | Provides detailed definitions of the principles with full understanding. | Provides comprehensive definitions of the principles, including a thorough description of application. |
/10 |
| Evaluation Criteria | Unsatisfactory
3. 8 or less 76 or less C- or less |
Developing
3.85 – 4.10 77 – 82 C to C+ |
Acceptable
4.15 – 4.40 83 – 88 B- to B |
Accomplished
4.45 – 4.70 89 – 94 B+ to A- |
Exemplary
4.75 – 5.00 95 – 100 A |
Rubric Score |
| 3. Prepares a voice enhanced presentation in an organized manner. Each member of the group takes part in the presentation, including adding their voice to specific presentation slides. | Presents Unsatisfactory information is delivered in a disorganized manner. Voice enhancement is not completed. | Weakly organized: presentation frequently lacks clarity, and a logical, unified, focused approach. Minimal voice enhancement, not all group members participating invoice enhancement. | Organized: presentation is usually clear, logical, unified, and focused. Moderately adding voice enhancement, all members included. | Well organized: the presentation is clear, logical, unified, and focused. Accomplished voice enhancement of entire presentation all group members included. | Exemplary organization: presentation is clear, logical, unified, and focused. The presentation is of exemplary work with all members participating in the voice enhanced slide presentation sharing equally in the presentation. |
/5
|
| 4. Exhibits skills in selecting and presenting appropriate information to the audience | Unsatisfactory, Inappropriate, and inaccurate skills in selecting and presenting information to the audience. | Below average quality of skills in selecting and presenting appropriate information to the audience. | Acceptable skills in selecting and presenting appropriate information to the audience | Accomplished: skills in selecting and presenting appropriate information to the audience. | Exemplary, Highly skilled in selecting and presenting appropriate information to the audience. |
/5 |
| 5. Group
Dynamics
|
Unsatisfactory Group dynamic and level of discussion are disrupted by
Student’s presence or lack of contribution. |
Group dynamic and
level of discussion and contribution are sometimes disrupted.
|
Group dynamic and
level of discussion and contribution are benefitted by all group members participation |
Accomplished Group dynamic, level of discussion and group contribution shows fully entire
Group’s participation. |
Exemplary Group dynamic,
level of discussion, and group contribution/participation are excellent.
|
/5 |
| Total rubric score: |
/35 |
Total Points Earned: __________/35 Evaluator: Comments:Teaching Strategies Related to Technology Deficits in the Older Adulthood Developmental Stage.
