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Assessment Description
Course outcomes and summative assessments are generally determined early in the instructional planning process and reflect what the students need to know and be able to do at the completion of a course. This instructional planning process that keeps the end in mind is called Universal Design or Backward Design.
For this assignment, begin to design a course using the “Course Design Template.” Select a content area you anticipate teaching and choose a course to develop within the content area. You will develop assessments and strategies that will be appropriate for either a traditional or an online course. You will only complete a portion of the “Course Design Template” this week and continue to add to it in future topics.
Complete only the following sections of the template this week:
Course title and description. (You may use a course description from the GCU Academic Catalog or from another college or university.)
Create three measurable learning outcomes for the course that align with the course description.
Create six topics of instruction and write appropriate topic titles. Ensure the topics are in a logical sequence to create flow throughout the course.
Create 2-3 measurable, specific learning objectives for each topic that align to the course learning outcomes.
Describe a summative assessment of course outcomes to be implemented near the end of your course.
Use the information I will place in the Announcements on Writing Behavioral Objectives. Keep them simple and in the specific format that I give you “The Learner Will Be Able To – [then add a MEASURABLE Verb.” ] That means you CANNOT use verbs such as “know, use, learn, see, become familiar with, etc.” You will use measurable Behavioral verbs such as “list, write, recite, solve, identify, etc.”
Course:
Effective Pedagogy for Higher Education
This course covers adult learning theory and instructional practices that are research-based and proven effective in higher education. Technology, online learning, and effective instructional methods for online and traditional instruction are emphasized. Participants research learning models, personalized learning and andragogy and apply their knowledge to improve student engagement and achievement in higher education.

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