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Assessment of Community Events Project Paper
Assessment of Community Events Project Paper
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
Assessment of Community Events Project Paper
The Final Project is your opportunity to demonstrate what you have learned throughout the course in a summative and comprehensive assignment. Begin preparing for this assignment by reading the Week Six Instructor Guidance and by imagining the following scenario:
In just two months, members of your community will vote on an $18 million educational technology bond intended to update the technology infrastructure of both the school district and local community center. The passing of the bond would provide upgraded technology to improve learning for Pre-Kindergarten through 12th grade students enrolled in the school district as well as adult learners enrolled in the community’s blended adult learning programs.
The leadership teams of both the school district and community have decided to join forces in an effort to encourage voter participation. The leaders believe that by raising awareness and interest in technology as a teaching and learning tool, voters will have a better understanding of and appreciation for the issues pertaining to the bond, which will increase the likelihood of it passing at the polls.
Since this is a joint effort between the school district and community center, you will assume the role of either an educator in the district, or a representative of the community center and plan a portion of a local event involving community members. Your goal for the Final Project is to get residents of your community into the doors of your school and/or community center to raise awareness of and interest in technology integration in the learning environment.
As such, this event will need to provide opportunities for attendees to be exposed to and interact with various types of technology. In essence, your event will showcase current examples of technology use in your respective learning environment as well as feature the impact that the bond money would have (i.e., how teaching and learning would improve) if passed.
Once a written plan is drafted, you will propose your event plan to either the school board or community center administrative team through a professional presentation detailing your plan along with a written synopsis of the event plans provided to your audience. Select from one of the two roles shared in the content expectations below and include each component in your Community Event Plan.
Create your assignment using the content and written communication instructions below. Use the Grading Rubric to review your assignment before submission to ensure you have met the distinguished performance for each of the components described below. For additional assistance, review the Week Six Instructor Guidance page and, if needed, contact the instructor for further clarifications.
Refer to:
Week 6 Presentation TemplateContent Instructions
Based on the role you have selected to take (either a district educator or a representative of the community center), you will create two components for this assignment: a professional presentation that will be recorded and a two-to- three-page handout of the specific ideas for your community event that will be submitted to Waypoint for evaluation. Your community event will consist of several different stations for attendees to visit and gather information from and/or interact with.
Your presentation will describe what will be included at each station. Remember that the goal of the event is to inform and excite local residents about how technology is currently being implemented in either the schools or community center and how technology use and thus, instruction and learning would improve if the bond is passed.
Part One: Presentation Content Expectations: Create a professional presentation to be shared using any of the digital presentation tools listed in Week One. You will talk through your presentation, creating a video and/or audio recording with the link provided in part two of the assignment. More specific instructions can be located in the Week Six Instructor Guidance. In your presentation, describe what will be included at the following stations at the Community Event;
Station 1: Universal Design for Learning (UDL): Three to four slides. Information shared on the slide(s) and viewed by the audience should be succinct and void of excessive detail. Specific details and descriptions should be included in part two; the written synopsis.
Audience (0.5 point): Discuss how you will get the audiences’ attention to visit this station. What might the station look like or include to draw people to it?
Information (1 points): Describe the most essential information attendees should know about UDL and how it specifically pertains to the population of Pre-Kindergarten through 12th grade students in the school district or the adult learners at the community center. Include references for at least two sources to support this information.
Demonstrate (1 point): Discuss how would you demonstrate UDL in action. For example, would you include a video of it being modeled, a sample instructional plan, or an example of a resource or source of technology that supports UDL such as what was reviewed during Week Four?
Differentiation (2 points): Discuss the impact UDL has on teaching and learning for the specific population of PK through 12th grade students at the school district or adult learners at the community center. In your discussion, include how incorporating UDL principles enhances learning by providing differentiated learning opportunities. Also include a reference for at least one source to support this information.
Interaction (1 point): Describe how attendees could interact in this station. How might this increase their interest and appreciation for educational use of technology?
Station 2: Technology and UDL for All Learners: Two to three slides. Utilize information gleaned from your state’s Department of Education website, your local school district’s website, and/or the Office of Career, Technical, and Adult Education (OCTAE) (Links to an external site.) website to support your ideas for this station. Information shared on the slide(s) and viewed by the audience should be succinct and void of excessive detail. Specific details and descriptions should be included in part two; the written synopsis.
Mission, Belief, and Goals (3 points): Craft an original mission and belief statement for your school district or community center as it pertains to technology integration and career and technical education (CTE). Construct two to three specific goals for the educational programs or courses offered to the respective population served that align with the mission and beliefs.
Course and/or Program Offerings (1 point): Construct a list of eight to ten courses or programs including CTE courses offered in either the school district or the community center to serve as examples to attendees of this station. The school district’s courses should include courses or programs that impact all three levels of learners and school environments including elementary, middle/junior high school, and high school students.
Station 3: 21st Century Skills Acquisition and Employability: Two to three slides. Information shared on the slides and viewed by the audience should be succinct and void of excessive detail. Specific details and descriptions should be included in part two; the written synopsis.
Technology and 21st-Century Skills (5 points): Showcase one specific course from the courses offered list that integrates technology. Describe at least one 21st-century skill from each of the four 21st-century outcomes represented in the Partnership for 21st-Century Skills framework that students should gain as a result of participating in the course.
Describe how Information, Media, and Technology Skills (ICT) Literacy outcomes ICT Literacy (Links to an external site.) outcomes are addressed, specifically for applying technology effectively, and how such applications will support future employability.
Tools (1 point): Include an additional example of a tech/digital tool used in one or more courses.
Interaction (1 point): Describe how attendees might interact with the information and tool(s) presented at this station. How might this increase their interest and appreciation for educational use of technology?
New Technology (1 points): Discuss how school or community programs, courses, and students would benefit from upgraded technology from approved bond.
Slide Design and Format (2 points): Total of 8 to 10 slides including the title and references slides. Use relevant graphics to enhance the presentation without distracting from the main focus. Slides should have a consistent theme, format, and font that augment the readability of the presentation.
Rather than using the speaker’s notes on each slide, details that would be shared with the audience will be provided in the second part of the assignment; the written synopsis. Save the presentation as a pdf., pwpt., or pwptx. file that shows speaker’s notes for viewing in Waypoint and Turnitin.
Title & References Slides (1 point): The Title slide should include your name, course name and number (EDU620), instructor’s name, the date, a title for your event and the role you have selected to take for the project (district educator or community center representative).
Part Two: Written Synopsis
Follow the same outline for all three stations of your event featured in the Part One: Presentation. Here, you will provide the details for each part that would help inform the audience during your presentation. The details are what cannot be included on the slides. This three-to-five-page document will include the link to your presentation and be submitted to Waypoint for evaluation. Your instructor will use your recorded presentation and the written synopsis to evaluate your work.Link to presentation (0.5 points)
Follows presentation guidelines (2 points)
Written Communication Instructions
Syntax and Mechanics (0.5 point): Display meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar.
Source Requirement (0.5 point): Utilize a minimum of five resources in addition to the Edyburn (2013) text. All sources on the references page need to be used and cited correctly within the body of the assignment.
APA Formatting (1 point): Use APA formatting consistently throughout the assignment. Refer to the Ashford University Writing Center for assistance with APA style and formatting or your copy of the APA Style Manual.ek 6 – Final Project
Community Event
The Final Project is your opportunity to demonstrate what you have learned throughout the course in a summative and comprehensive assignment. Begin preparing for this assignment by reading the Week Six Instructor Guidance and by imagining the following scenario:
In just two months, members of your community will vote on an $18 million educational technology bond intended to update the technology infrastructure of both the school district and local community center. The passing of the bond would provide upgraded technology to improve learning for Pre-Kindergarten through 12th grade students enrolled in the school district as well as adult learners enrolled in the community’s blended adult learning programs.
The leadership teams of both the school district and community have decided to join forces in an effort to encourage voter participation. The leaders believe that by raising awareness and interest in technology as a teaching and learning tool, voters will have a better understanding of and appreciation for the issues pertaining to the bond, which will increase the likelihood of it passing at the polls.
Since this is a joint effort between the school district and community center, you will assume the role of either an educator in the district, or a representative of the community center and plan a portion of a local event involving community members. Your goal for the Final Project is to get residents of your community into the doors of your school and/or community center to raise awareness of and interest in technology integration in the learning environment.
As such, this event will need to provide opportunities for attendees to be exposed to and interact with various types of technology. In essence, your event will showcase current examples of technology use in your respective learning environment as well as feature the impact that the bond money would have (i.e., how teaching and learning would improve) if passed.
Once a written plan is drafted, you will propose your event plan to either the school board or community center administrative team through a professional presentation detailing your plan along with a written synopsis of the event plans provided to your audience. Select from one of the two roles shared in the content expectations below and include each component in your Community Event Plan.
Create your assignment using the content and written communication instructions below. Use the Grading Rubric to review your assignment before submission to ensure you have met the distinguished performance for each of the components described below. For additional assistance, review the Week Six Instructor Guidance page and, if needed, contact the instructor for further clarifications.
Refer to:
Week 6 Presentation TemplateContent Instructions
Based on the role you have selected to take (either a district educator or a representative of the community center), you will create two components for this assignment: a professional presentation that will be recorded and a two-to- three-page handout of the specific ideas for your community event that will be submitted to Waypoint for evaluation.
Your community event will consist of several different stations for attendees to visit and gather information from and/or interact with. Your presentation will describe what will be included at each station. Remember that the goal of the event is to inform and excite local residents about how technology is currently being implemented in either the schools or community center and how technology use and thus, instruction and learning would improve if the bond is passed.
Part One: Presentation Content Expectations: Create a professional presentation to be shared using any of the digital presentation tools listed in Week One. You will talk through your presentation, creating a video and/or audio recording with the link provided in part two of the assignment. More specific instructions can be located in the Week Six Instructor Guidance. In your presentation, describe what will be included at the following stations at the Community Event;
Station 1: Universal Design for Learning (UDL): Three to four slides. Information shared on the slide(s) and viewed by the audience should be succinct and void of excessive detail. Specific details and descriptions should be included in part two; the written synopsis.
Audience (0.5 point): Discuss how you will get the audiences’ attention to visit this station. What might the station look like or include to draw people to it?
Information (1 points): Describe the most essential information attendees should know about UDL and how it specifically pertains to the population of Pre-Kindergarten through 12th grade students in the school district or the adult learners at the community center. Include references for at least two sources to support this information.
Demonstrate (1 point): Discuss how would you demonstrate UDL in action. For example, would you include a video of it being modeled, a sample instructional plan, or an example of a resource or source of technology that supports UDL such as what was reviewed during Week Four?
Differentiation (2 points): Discuss the impact UDL has on teaching and learning for the specific population of PK through 12th grade students at the school district or adult learners at the community center. In your discussion, include how incorporating UDL principles enhances learning by providing differentiated learning opportunities. Also include a reference for at least one source to support this information.
Interaction (1 point): Describe how attendees could interact in this station. How might this increase their interest and appreciation for educational use of technology?
Station 2: Technology and UDL for All Learners: Two to three slides. Utilize information gleaned from your state’s Department of Education website, your local school district’s website, and/or the Office of Career, Technical, and Adult Education (OCTAE) (Links to an external site.) website to support your ideas for this station. Information shared on the slide(s) and viewed by the audience should be succinct and void of excessive detail. Specific details and descriptions should be included in part two; the written synopsis.
Mission, Belief, and Goals (3 points): Craft an original mission and belief statement for your school district or community center as it pertains to technology integration and career and technical education (CTE). Construct two to three specific goals for the educational programs or courses offered to the respective population served that align with the mission and beliefs.
Course and/or Program Offerings (1 point): Construct a list of eight to ten courses or programs including CTE courses offered in either the school district or the community center to serve as examples to attendees of this station. The school district’s courses should include courses or programs that impact all three levels of learners and school environments including elementary, middle/junior high school, and high school students.
Station 3: 21st Century Skills Acquisition and Employability: Two to three slides. Information shared on the slides and viewed by the audience should be succinct and void of excessive detail. Specific details and descriptions should be included in part two; the written synopsis.
Technology and 21st-Century Skills (5 points): Showcase one specific course from the courses offered list that integrates technology. Describe at least one 21st-century skill from each of the four 21st-century outcomes represented in the Partnership for 21st-Century Skills framework that students should gain as a result of participating in the course. Describe how Information, Media, and Technology Skills (ICT) Literacy outcomes ICT Literacy (Links to an external site.) outcomes are addressed, specifically for applying technology effectively, and how such applications will support future employability.
Tools (1 point): Include an additional example of a tech/digital tool used in one or more courses.
Interaction (1 point): Describe how attendees might interact with the information and tool(s) presented at this station. How might this increase their interest and appreciation for educational use of technology?
New Technology (1 points): Discuss how school or community programs, courses, and students would benefit from upgraded technology from approved bond.
Slide Design and Format (2 points): Total of 8 to 10 slides including the title and references slides. Use relevant graphics to enhance the presentation without distracting from the main focus. Slides should have a consistent theme, format, and font that augment the readability of the presentation.
Rather than using the speaker’s notes on each slide, details that would be shared with the audience will be provided in the second part of the assignment; the written synopsis. Save the presentation as a pdf., pwpt., or pwptx. file that shows speaker’s notes for viewing in Waypoint and Turnitin.
Title & References Slides (1 point): The Title slide should include your name, course name and number (EDU620), instructor’s name, the date, a title for your event and the role you have selected to take for the project (district educator or community center representative).
Part Two: Written Synopsis
Follow the same outline for all three stations of your event featured in the Part One: Presentation. Here, you will provide the details for each part that would help inform the audience during your presentation. The details are what cannot be included on the slides. This three-to-five-page document will include the link to your presentation and be submitted to Waypoint for evaluation. Your instructor will use your recorded presentation and the written synopsis to evaluate your work.Link to presentation (0.5 points)
Follows presentation guidelines (2 points)
Written Communication Instructions
Syntax and Mechanics (0.5 point): Display meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar.
Source Requirement (0.5 point): Utilize a minimum of five resources in addition to the Edyburn (2013) text. All sources on the references page need to be used and cited correctly within the body of the assignment.
APA Formatting (1 point): Use APA formatting consistently throughout the assignment. Refer to the Ashford University Writing Center for assistance with APA style and formatting or your copy of the APA Style Manual.
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Assessment of Community Events Project Paper
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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