Successful Adult Team Learning

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During this Unit IP, you will be required to create and conduct a 2–4-hour lesson for one or more adults in a classroom or online course. You may choose to create and conduct a lesson for any type of adult on any topic that you wish. However, you must plan your time so that the actual administration of the lesson is completed with enough time to be able to address the evaluative areas of the final IP requirements.

Please note: Your lesson must be created and conducted “in real time,” which means you must actually design and implement in a real setting within the 2-week time frame of this unit. The reality of your project is a critical component for success of this unit and for future analysis steps to follow.

Some examples of topics include the following:

  • Starting a memoir
  • Motivating volunteers for conservation projects in your community
  • Pumping your own gasoline and paying for it at a convenience store where only English is spoken
  • Symbols in modern poetry as symbols in your life
  • Citizen-action groups of your city during World War II

You must consider the specific audience for your lesson. Some types of adult audiences include the following:

  • First-year college students
  • Beginning-level ESL learners
  • Inmates in a penal institution
  • Young adults in a GED program
  • Middle-aged adults in a GED program
  • Senior citizens in an Elderhostel program
  • Senior citizens in a class at a community center
  • Senior citizens in a class at a retirement home
  • Adults in a basic education program
  • Employees in a health care company

You are not restricted to the audiences or the topics in the above list.

To plan adequately and conduct your lesson on specific content for a specific audience, adhere to the following requirements:

  • Identify the learners who will participate in your lesson. Describe the needs and characteristics of these adult learners.
  • List the specific topic that the students will learn during your 2–4-hour lesson.
  • Create and include 1–2 terminal performance objectives for the lesson.
  • Objectives must be written in audience, behavior, condition, degree (ABCD) form and use Bloom’s Taxonomy with appropriate measurable verbs to align with specific Bloom’s cognitive level expectations.
  • Ensure that your objectives include the following attributes:
    • Learner-centered
    • Measurable (no use of “Know”, “Understand”, “Demonstrate understanding”, or “Learn,” none of which can be measured)
    • Appropriate for your adult learners
    • Appropriate cognitive level verbs for your content
  • Create and include 3 active learning activities.
  • Ensure that your active learning activities are as follows:
    • In alignment with the verbs of your terminal performance objectives
    • Appropriate for your adult learners
    • Appropriate for your content
  • If you plan to conduct your lesson for more than one learner, you may wish to include a pair or group activity.
  • Explain your rationale for determining the order in which the activities occur.
  • Using your plan for the active learning activities that you created, include the following:
    • Facilitate learning for one or more adult learners.
    • State the place that the lesson occurred and the exact time that the lesson began and ended.
  • Correctly use grammar, punctuation, spelling, and other mechanics of the English language.

Deliverable Length:  4-6 pages

MCEE and SCRIP Applied to a Case Study

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MCEE and SCRIP Applied to a Case Study

Case Study: Steven Smith was employed by the Avon School District as a high school English Language Arts teacher. He posted three photos of his students’ writing on Facebook, highlighting their grammar gaffes and misspellings. He also commented on the mistakes.

Smith’s posts weren’t shared publicly on the social media site, but a customized group of his Facebook friends could see the photos. Someone who thought his posts were inappropriate for a school teacher did not contact Smith but did contact the local newspaper about the photos and comments. The school district’s central office received an anonymous tip about the teacher, his posts, and the forthcoming newspaper article.

Thread:

1.  Write a minimum of 250 words for your initial thread.

2.  In the first paragraph, consider either the perspective of the teacher, a parent, the administrator, or a student.  What would they likely say about the news release and the actions of the teacher?

3.  In your second paragraph, discuss which dispositions (SCRIP), ethical standards (MCEE), and/or Biblical principles were violated or upheld. Include at least one specific example from one of these categories and remember to use citations and references to support your work.

MCEE and SCRIP Applied to a Case Study

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MCEE and SCRIP Applied to a Case Study

Case Study: Steven Smith was employed by the Avon School District as a high school English Language Arts teacher. He posted three photos of his students’ writing on Facebook, highlighting their grammar gaffes and misspellings. He also commented on the mistakes.

Smith’s posts weren’t shared publicly on the social media site, but a customized group of his Facebook friends could see the photos. Someone who thought his posts were inappropriate for a school teacher did not contact Smith but did contact the local newspaper about the photos and comments. The school district’s central office received an anonymous tip about the teacher, his posts, and the forthcoming newspaper article.

Thread:

1.  Write a minimum of 250 words for your initial thread.

2.  In the first paragraph, consider either the perspective of the teacher, a parent, the administrator, or a student.  What would they likely say about the news release and the actions of the teacher?

3.  In your second paragraph, discuss which dispositions (SCRIP), ethical standards (MCEE), and/or Biblical principles were violated or upheld. Include at least one specific example from one of these categories and remember to use citations and references to support your work.

Week 4 Discussion, Emotional Intelligence And Debilitative Emotions

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Emotional Intelligence and Debilitative Emotions

Each week, you will be asked to respond to the prompt or prompts in the discussion forum. Your initial post should be 75-150 words in length, and is due on Sunday. By Tuesday, you should respond to two additional posts from your peers.

  • A friend came to you last week and told you the following: “I’ve had it with my boss. She’s always so overly critical. I lost my temper and quit today. I told her what a horrible manager she was and left then and there. Now I’m afraid to add that job to my resume and to use her as a reference.”
  • Take this brief assessment on Emotional Intelligence: https://memorado.com/emotional_quotient.
  • Share your score and explain how this may help or hinder you in a work and personal environment.
  • In light of what you learned about emotions in Chapter 5 of Looking Out Looking In, what should your friend have done instead?

View your discussion rubric.