Overview This final assignment is designed to give you the opportunity to develo

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Overview
This final assignment is designed to give you the opportunity to develo

Overview
This final assignment is designed to give you the opportunity to develop a teaching module to share your expertise on a social work topic of your choice. The skills you will practice in this assignment will be useful if you aspire to teach in academia; these skills can also be applied by social work leaders in an agency or organization, who must share their expertise with fellow social workers or who are responsible for professional development training. Using the template linked in Resources, you will choose a topic on which you have expertise, and summarize the five-week learning module in which you will share your expertise. You will identify the competencies you want learners to acquire and create a cohesive plan for instruction and assessment, based on the adult learning models covered in the course.
Instructions
The Week 10 Assignment Template contains italicized instructions that support the following grading criteria. Save the template to your own files and use it for your assignment submission, replacing the italicized text with your unique information about your teaching module. Provide enough information or context with sufficient detail that any social work leader would be able to present essentially the same module based on the information and instruction you provide.
The eight main bullet points that follow correspond to the grading criteria for this assignment:
Define competencies that learners should acquire related to a chosen topic.
Describe five distinct (differentiated from each other) observable skills or knowledge sets that you could help learners to acquire and demonstrate through your teaching module.
Create a cohesive plan for instruction and assessment.
A “cohesive plan” will display alignment between and among the competencies and each element of the teaching module (objectives, readings, five-week lesson plan, talking points, technology, and assessments).
It should be easy to see how the planned instruction (readings, lesson plan, talking points, and technology) will enable learners to achieve the competencies.
It should be easy to see how each objective is a demonstration of the specific competency.
It should be easy to see how the planned assessments will allow the instructor to evaluate whether learners have achieved the competencies.
Explain strategies for the integration of technologies into course delivery.
Apply the technology knowledge that you have gained in this course to select 3–5 programs or applications that will help learners develop the competencies you identified for the module.
Provide specific justification for each technology, taking adult education models, learning styles, and abilities, as well as the desired competencies, into consideration.
Explain how you applied adult learning theories and models in your plans for the learning module.
Justify course activities (including competencies, objectives, instructional materials, lesson plans, technology, assessment, and so on) based on adult learning theories and models.
You are not expected to generate a theory-based justification for each activity; rather, you can choose from among your planned activities to show how your plans for the teaching module are grounded in what you have learned about adult learning theories and models in this course.
Integrate key aspects of diversity and social inclusion in teaching strategies.
Apply concepts from the diversity, equity, and inclusion statement that you developed for your Week 7 assignment.
Explain the role that diversity, equity, and inclusion played in the planning of your teaching module.
Explain how your teaching module could contribute to a culture of inclusion, equity, and diversity.
Integrate key aspects of the NASW Code of Ethics and the NASW Standards for Technology in teaching strategies.
Explain the role that the concepts covered in the NASW Code of Ethics and the NASW Standards for Technology played in the planning of your teaching module.
Write content clearly and logically, following the rules of grammar, usage, and mechanics.
“Grammar” refers to the basic rules for how sentences are constructed and how words combine to make sentences (such as word order, case, and tense).
“Usage” refers to correct word choice and phrasing, particularly with regard to the meanings of words and phrases.
“Mechanics” refers to correct use of capitalization, punctuation, and spelling.
Ensure that all material that reflects the thoughts, ideas, and words of other authors is properly cited and referenced using APA style.
Use in-text citations within each section of the template as appropriate to support your plan.
Include your reference list in the final section of the template where indicated.
Submit your paper to SafeAssign as a draft. Use your originality report to review your work and to ensure that all material that reflects the thoughts, ideas, and words of other authors is properly cited and referenced. Remember that when you submit your final assignment for your instructor to grade, it will automatically be submitted to SafeAssign one more time. Both you and your instructor will be able to see the final originality report.
Resources
Unit 10 Assignment Template [DOCX] Download Unit 10 Assignment Template [DOCX].
SafeAssignLinks to an external site..
Week 10 Assignment – Teaching Module
Week 10 Assignment – Teaching Module
Criteria Ratings Pts
Define competencies that learners should acquire related to a chosen topic.
view longer descriiption
20 to >17 pts
DISTINGUISHED
Defines competencies that learners should acquire related to a chosen topic; the competencies provide a sufficient descriiption of knowledge, skills, abilities, or attributes related to the topic.
17 to >14 pts
PROFICIENT
Defines competencies that learners should acquire related to a chosen topic.
14 to >0 pts
BASIC
Attempts to define competencies that learners should acquire related to a chosen topic, but some proposed competencies are unclear, not assessable, or contain redundancies.
0 pts
NON_PERFORMANCE
Does not define competencies that learners should acquire related to a chosen topic.
/ 20 pts
Create a cohesive plan for instruction and assessment.
view longer descriiption
30 to >25.5 pts
DISTINGUISHED
Creates a cohesive plan for instruction and assessment; insightful details provide relevant, credible support for the plan.
25.5 to >21 pts
PROFICIENT
Creates a cohesive plan for instruction and assessment.
21 to >0 pts
BASIC
Attempts to create a plan for instruction and assessment, but some elements are missing, unclear, or misaligned.
0 pts
NON_PERFORMANCE
Does not create a plan for instruction and assessment.
/ 30 pts
Explain strategies for the integration of technologies into course delivery.
view longer descriiption
30 to >25.5 pts
DISTINGUISHED
Explains strategies for the integration of technologies into course delivery, supported by insightful justification for each technology that takes adult education models, learning styles and abilities, and the desired competencies into consideration.
25.5 to >21 pts
PROFICIENT
Explains strategies for the integration of technologies into course delivery.
21 to >0 pts
BASIC
Attempts to explain strategies for the integration of technologies into course delivery, but it is not clear how the programs or applications will help learners develop the competencies identified for the module.
0 pts
NON_PERFORMANCE
Does not explain strategies for the integration of technologies into course delivery.
/ 30 pts
Explain how adult learning theories and models are applied in the plans for the learning module.
view longer descriiption
30 to >25.5 pts
DISTINGUISHED
Explains how adult learning theories and models are applied in the plans for the learning module and identifies areas of uncertainty, knowledge gaps, and/or additional information that could be gathered for future improvement of the plan.
25.5 to >21 pts
PROFICIENT
Explains how adult learning theories and models are applied in the plans for the learning module.
21 to >0 pts
BASIC
Attempts to explain how adult learning theories and models are applied in the plans for the learning module, but the explanation lacks depth and adequate detail.
0 pts
NON_PERFORMANCE
Does not explain how adult learning theories and models are applied in the plans for the learning module.
/ 30 pts
Integrate key aspects of diversity and social inclusion in teaching strategies.
view longer descriiption
30 to >25.5 pts
DISTINGUISHED
Integrates key aspects of diversity and social inclusion in teaching strategies and clearly explains how the teaching module could contribute to a culture of inclusion, equity, and diversity.
25.5 to >21 pts
PROFICIENT
Integrates key aspects of diversity and social inclusion in teaching strategies.
21 to >0 pts
BASIC
Attempts to Integrate key aspects of diversity and social inclusion in teaching strategies, but explanations of the role of DEI lack depth or adequate detail.
0 pts
NON_PERFORMANCE
Does not Integrate key aspects of diversity and social inclusion in teaching strategies.
/ 30 pts
Integrate key aspects of the NASW Code of Ethics and the NASW Standards for Technology in teaching strategies.
view longer descriiption
20 to >17 pts
DISTINGUISHED
Integrates key aspects of the NASW Code of Ethics and the NASW Standards for Technology in teaching strategies, providing clear and insightful explanations.
17 to >14 pts
PROFICIENT
Integrates key aspects of the NASW Code of Ethics and the NASW Standards for Technology in teaching strategies.
14 to >0 pts
BASIC
Attempts to explain the role that the concepts covered in the NASW Code of Ethics and the NASW Standards for Technology played in the planning of the teaching module, but their integration is unclear.
0 pts
NON_PERFORMANCE
Does not explain the role that the concepts covered in the NASW Code of Ethics and the NASW Standards for Technology played in the planning of the teaching module.
/ 20 pts
Write content clearly and logically, with correct use of grammar, usage, and mechanics.
view longer descriiption
20 to >17 pts
DISTINGUISHED
Writes content clearly and logically with expert use of grammar, punctuation, and mechanics, meeting professional publication standards.
17 to >14 pts
PROFICIENT
Writes content clearly and logically with correct use of grammar, punctuation, and mechanics.
14 to >0 pts
BASIC
Writes content with persistent or frequent errors in grammar, punctuation, and mechanics.
0 pts
NON_PERFORMANCE
Does not write content clearly and logically with correct use of grammar, punctuation, and mechanics.
/ 20 pts
Ensure that all source material used is properly cited in text and referenced using APA style.
view longer descriiption
20 to >17 pts
DISTINGUISHED
Ensures that all source material used is properly cited in text and referenced using APA style, exhibiting strict and nearly flawless adherence to APA formatting of in-text citations and references.
17 to >14 pts
PROFICIENT
Ensures that all source material used is properly cited in text and referenced using APA style.
14 to >0 pts
BASIC
Attempts to ensure that all source material used is properly cited in text and referenced using APA style, but there are numerous errors and/or omissions.
0 pts
NON_PERFORMANCE
Does not properly cite or reference material using APA style.
/ 20 pts

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