Answered You can buy a ready-made answer or pick a professional tutor to order an original one.
Analyze what makes a great content or instructional activity. Citing the literature, describe an outstanding content from beginning to end. Be sure to describe assessments that should take place. Conn
Analyze what makes a great content or instructional activity. Citing the literature, describe an outstanding content from beginning to end. Be sure to describe assessments that should take place. Connect each part of the content to the readings on PEDAGOGY. Write, format, cite, and reference in APA 7th edition style. Assignment should be approximately 2-3 pages, double spaced in length. Please follow the rubric below.
Rubric:
Assignment demonstrates accurate analysis of pedagogy, including at least 4 in-text citations to the body of literature on pedagogy.
Assignment includes assessment and discussion of content or activity details with elaboration, examples, and explanations.
Assignment follows APA 7th edition style; adheres to scholarly writing conventions; and is approximately 2-3 pages in length.
Assignment is submitted on time and includes self-assessment using this rubric.
- @
- 740 orders completed
- ANSWER
-
Tutor has posted answer for $30.00. See answer's preview
***** content ** ************* ******** ** ******** pedagogy ****** ** **************** **** ***** **** the ******* should **** *** ** her content simple **** **** it **** **** the ***** ** every ******* The ******* ****** be ******** **** specific ** general ** **** ******* ** ******** **** helps *** ******* can ********** *** ******* ****** In this discussion * will ********* *** *************** ** great ******* or ************* ********** **** * ******* ****** ******* in *** teaching-learning ******* ** * ********* ***** ***** **** ***** ***** ******* ****** **** a strong ******* *** ***** should ** short and to *** ***** This ******* *** ******* ** ********** **** the ******* ***** ** **** about ******* ********** *** title ****** also be ****** ** ***** ********* *** ******* *** ***** builds the ***** ** **** the ******* **** ** ******** *** ********* ** ** is *********** *** ******* **** perceive *** whole ******* ** be hard ** **** *** ***** ****** **** ** ******** ** *** ******* **** that if *** **** ** ***** ***** ******* **** ****** business *********** *** ******* ***** teaching ***** *** ************ (Backman & ****** ***** The content ****** ** ********** and **** ****** ***** ** ****** a ***** ************ *** ******* ** ** introduction is ** **** an overview of * ********** *** **** ** entails *** *** ******* ** ********** the ******* content *** ******* should ***** ** ********* *** objectives of the ******** ******** and what *** ******* ****** ********** ** *** *** * **** introduction prepares the learner *************** ** ****** the ******* with *** ********** ********** ** ******* their attention *** introduction ***** the attention of the ******* back ** ***** *** gives *** their concentration ****** *** ******* ****** ***** ****** * *********** introduction **** does not ***** with the ******* ** *** ************* ******** because *** ******** might **** their ************* ********* ***** The content should ** simple concise *** ******** **** *** ******* has ********** *** ***** **** ****** use the ********* ** ********* approaches ** deliver the ******* ****** *** systematically A ********* ******** ******* ******** **** * ******* *** specific whereas *** ********* ******** ******* ******** **** a ******** **** ** * ******* view ***** *** ********** *** **** ****** in a classroom ***** **** **** the ******* *** *** relationship ******* **** **** ***** in the ********* **** what ******* ** *** ********* *********** The teacher ****** use these methods ** **** *** ******* ********** the content ****** ******** & ****** ***** The ******* ****** ** **************** and ****** **** the ***** ** ***** learner ** every ********* *** ***** ** *** ******* vary **** one student to the ***** **** are **** ******** ****** are average ******** and ****** are fast learners *** ******* should ******* *** ******* in **** * *** that ***** ******* is ******** ** ** *** ******* ** ***** to ***** *** bright students **** the others **** ** left *** **** **** lead to ********* *** teacher **** ****** **** he/she ***** **** *** the **** learners ** ********* *** content ******* ***** ********* ***** ******* should be ************** *** **** a ********** ******** ******* The ******* ****** deliver *** ******* in **** * way **** ** an ********** ** ***** *** learner *** ** **** ** **** ***** ********* in **** with the ******** ********** ***** ***** **** ***** *** ********** ** ***** ******* ****** ** based ** ******** that *** ******* *** **** ******** ******** ***** ***** ******** ******** *** ******* ****** give a **** ** see ******* *** ******* *** ******** *** ******* *** test will **** the ******* ******** *** ***** ** ***** ******* ********* ** their ****** ** the ******* ***** the *** ****** **** *** ******* *** ******* to the next content *** ** *** teacher feels he/she *** *** met *** ******** ********** the ******* *** ** *************************** R (2017) The ******** environment ** ********* school in *** ******* of ******* ****** ** ********** ***** *********** ** *** ************* ********** ********** ***** *********** ********* *********** ********** ** ** ************* * ***** Barker D * (2020) Re-thinking pedagogical content ********* *** physical education *********************** *** ******** ********* ******* ***************** Education and ***** ************* *********** * ***** Chan * * (2019) ********* *** ******** ********** pedagogical content ********* content knowledge *** pedagogical ********************** ******* ** Science Education41(7) *******