Teaching Project has two components: 1. Written Teaching Plan (each student will individually prepare a written teaching plan) 2. Oral Presentation (working in groups, students will implement the teaching plan with the class as the audience) Teaching Project Written Teaching Plan Directions: Students will develop a teaching plan for a select target audience on a relevant health issue from m Health People 2020. Topic selection will be done in collaboration faculty. Example of topics for the development of the educational tool and presentation; for a population with limited English proficiency. Smoking cessation Childhood immunizations Breast screening mammography for a woman over age 50 Starting a low cholesterol diet Prostate screening for a man over age 60 Warning signs of cancer Proper dental flossing and brushing Baseline colonoscopy at age 50 Hand washing: caring for a family member with MRSA Ear drop instillation to a toIDler Warning signs of diabetes Cervical cancer screening (Pap smear) · The topic must be focused on health promotion, or prevention, not disease or illness. · Course faculty must approve the topic in advance. · Content: 1. Determination of audience (patient, family or community)- 2. Purpose and goals of teaching 3. Assessment of learning needs and learning environment 4. Identify at least three learning objectives 5. Identification of theoretical framework and two relevant teaching principles the plan is based on 6. Utilize at least two teaching strategies and support use with rationales/evidence 7. Utilize at least two instructional materials and support how they enhance the chosen teaching strategies 8. Implementation (oral presentation to class) 9. Determine evaluation method for appraising audience learning and effectiveness of teaching plan 10. Utilize at least two peer reviewed, scholarly resources to support teaching plan 11. The paper must conform to APA format 12. Maximum 5 pages · The Written Teaching Plan will be evaluated according to the grading rubric provided · The Written Teaching Plan is 10% of the total grade Teaching Project Oral Presentation Directions**: · Students will implement the Teaching Plan in an Oral Presentation to the class as the audience · Students will work in groups (the number of students and the groups will be determined by faculty) · Each student will receive a collective group grade · The content of Teaching Plan will be equitably divided to ensure that each student has a portion of the Teaching Plan to present · Each group will have 15 minutes to present the Teaching Plan · The Oral Presentation will be evaluated according to the grading rubric provided · The Oral Presentation is 10% of the total grade **This assignment is a component of this program’s “Outcome Assessment Plan” which evaluates student’s critical thinking. Students who receive less than 77% will be required to modify their paper/presentation until a passing grade has been reached. The student’s original grade will be the only one counted toward the final grade. Teaching Project Grading Rubric for Written Paper Student Name ___________________________________________________ Days Late ________________________________________________________________ Criteria 4 points 3 points 2 points 1 point 0 points 1. Adherence to Assignment Guidelines Guideline is fully aIDressed. Detail includes all desired information Guideline is partially aIDressed. Missing some details essential to the guideline Guideline is aIDressed to some degree but lacking significant detail Minimal adherence to guideline Submitted assignment does not aIDress guideline. 2. Learning objectives Constructs 3 learning objectives that are appropriate to topic and the determined developmental/cognitive level, each one aIDresses a different domain of learning. Free of spelling, punctuation and grammatical errors Constructs 3 learning objectives each one aIDresses a domain of learning. Few spelling, punctuation and grammatical errors. Errors do not impede understanding. Constructs 2 learning objectives that are appropriate to topic and determined developmental/ Cognitive level. Does not aIDress all domains of learning. Spelling, punctuation or grammatical errors may confuse the reader but not impair overall understanding. Constructs 1 learning objective aIDressing a domain of learning. Contains multiple spelling, punctuation or grammatical errors that impair overall understanding. Does not construct learning objectives 3. Teaching Strategies Applies creative teaching strategies that result in audience engagement and encourage interaction. Free of spelling, punctuation and grammatical errors. Applies creative teaching strategies that result in audience engagement and encourage interaction. Few spelling, punctuation and grammatical errors. Errors do not impede understanding. Uses strategies appropriate to audience. Spelling, punctuation or grammatical errors may confuse the reader but not impair overall understanding. Utilizes teaching strategies inappropriate to audience. Contains multiple spelling, punctuation or grammatical errors that impair overall understanding. Does not apply teaching strategies when presenting content. 4. Content/ Instructional materials Content complete and developmentally appropriate. The team incorporates all domains of learning and stated objectives into the content. Variety of instructional materials that promote achievement of learning objectives. Free of spelling, punctuation and grammatical errors Content complete and developmentally appropriate. The team incorporated all domains of learning and stated objectives into the content. Instructional materials that promote achievement of learning objectives. Few spelling, punctuation and grammatical errors. Errors do not impede understanding. Content complete and developmentally appropriate. The team incorporated some domains of learning and stated objectives into the content. Instructional materials did not promote achievement of learning objectives. Spelling, punctuation or grammatical errors may confuse the reader but not impair overall understanding. Content incomplete and/or developmentally inappropriate. Contains multiple spelling, punctuation or grammatical errors that impair overall understanding. No discernable content. 5. Evaluation of learning Team utilized more than one method for evaluation of population learning. Provided a clear, concise explanation of the results of the evaluation. Team made suggestions for possible revisions to the teaching plan. Free of spelling, punctuation and grammatical errors. Team utilized more than one method for evaluation of population learning. Provided an explanation of the results of the evaluation. Few spelling, punctuation and grammatical errors, errors do not impede understanding. Team utilized one method for evaluation of population learning. Includes explanation of the results of the evaluation. Spelling, punctuation or grammatical errors may confuse the reader but not impair overall understanding. Team utilized one method for evaluation of population learning. Does not include an explanation of the results of the evaluation. Contains multiple spelling, punctuation or grammatical errors that impair overall understanding. No evaluation performed. 6. Writing Style Writing has a real sense of style, with excellent organization, and strictly follows APA guidelines. Writing has very good organization, few grammatical or spelling errors, and follows APA guidelines. Writing is disorganized with poor grammar or spelling, and APA guidelines not always used. Writing is difficult to read, poor grammar or spelling, and APA guidelines are not followed. Writing does not meet college level standards. Rating Scale: A = 28-26, A- =25-23, B+ = 22-20, B = 19-17, B- = 16-14, C+ = 13-11, C- = 10-9, D = 8-7, F= 6 and below. Teaching Project Grading Rubric for Oral Presentation: Each student participant will receive a separate score. The group grade will be an average of these score