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Knowledge of adult learning theories provides a foundation for understanding teaching and learning. An effective teacher can apply theoretical knowledge to the everyday classroom, whether it is in a t

Knowledge of adult learning theories provides a foundation for understanding teaching and learning. An effective teacher can apply theoretical knowledge to the everyday classroom, whether it is in a traditional or online learning environment.

For this assignment, select a topic within your content area that you anticipate teaching. Create a 500-750 word instructional outline describing how you will teach your chosen topic. Include the following in your outline:

  • A brief summary of information about your chosen topic and how you intend to teach it.
  • One student engagement strategy from your Topic 4 assignment that would assist in teaching your chosen topic and how it would be implemented.
  • One of the best practices identified in your Topic 5 assignment that would be appropriate for teaching your chosen topic and how it would be implemented.
  • One technology tool from your Topic 6 assignment that could be used to assist in collaboration in this topic and how it would be implemented.
  • Two recommended best practices for incorporating technology tools when teaching your chosen topic, appropriate for both traditional and online learning environments.

In addition, write a 250-500 word rationale evaluating how your instructional outline aligns with adult learning theories in both traditional and online learning environments.  

Support your findings with 2-3 scholarly resources.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

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************ ** ******** Programming ************** nameInstitutionDateIntroduction ** ******** *********** **************** ************ ** computer *********** *** selected ** the ******* ******** *** ******** **** ***** will **** * solid ************* ** the ***** *** ******** ** *********** ********* **** types ******* ********** and ********** are **** ******** ** ****** *** **** ** ** give pupils *** *********** ********* *** *********** ******** to ****** *************** **************** Strategy: Problem-Based ********* ************* ******** ******** in *********** ********* **** ** ******** ******* ******** ** ******** by ****** **** **** ********** ********** that **** programming ********* ******** *** *********** the problems independently ** ** ****** ******* ********* answers and ********* ***** ideas ***** * *********** ******** With this ******** instructors promote ** engaged ********* where ******** can ******* ***** *************** ****** Students ****** comprehend *** ******** *** its practical ************ ** applying *********** ***** to ****** situations ****** 2020) This ****** prepares ******** to tackle *********** difficulties in ***** future endeavours ** encouraging critical thinking ********** *********** *** independent learningStudent ********** ********* ************* ******************** ***** ******** ** * successful method *** ********* ******** ** *********** ******* ** this ******** ******** *** ***** into ******* ****** *** *** ** ****** of *********** ** finish * *********** ********** Students can work ******** ******** ideas *** solve ****** in ****** **** ******** *********** peer ******** ************* *** ****** ************* ******** ******** *** take ** *********** ************ **** *** real world while ********* *** ********* and ********* ** one another **** approach *********** * ****** ************* ** programming concepts *** encourages ******** ******** *************** *** ******** newly ******* skills in a ***** 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*** develop ******* and debug ***** ******** ***** * ************* platform ******** ** **** **** offer valuable functions **** ******* students in ******* precise *** ********* code **** ** syntax ************ **** *********** *** ******* ********* ********** ** ** 2021) ** ******** ******** ******** to **** on *** **** ******** ** **** collaborative **** go one **** further Students can participate ** ********* **** improvements and *** the ******* ** ***** ******* ***** ******** collaboration and allows for ********* **** ******* By fostering ****** ************* ********* peer learning *** ********** *** ****** *********** of complicated *********** ******** ************* **** ******* *** ******** experienceRecommended **** ********* for ************* ********** ****** i ******* ***** Instructions: ***** ************ ** how ** *** *** ********** **** *********** must ** given ******* ** * traditional ********* *********** or an online *** ******* instructions ***** ******* ** ********* demonstrations *** *** ** used ** ********** this Students must ********** *** ******** and *************** ** ******* **** the ********** ******** ii ****** ************* and ************** Technology-based ********* *** ******* ******* ************* *** ************* ********* ******** ** *** ****** ************* ******** such as ******* **** ** giving ******** ** one ********* **** ** **** traditional *** ****** contexts Use communication tools **** discussion ****** or video ************ capabilities in ****** ******** ** ******* conversations *** **** *************** ******************* **** ***** ******** Theories ** *********** and ****** ******** *************** ************* plan that ** ***** above ***** how traditional *** ****** ******** environments as **** ** adult learning ******** are ********** **** ************* **** ****** *** *** framework includes ********* ***** from ********* ************* learning and ****** ******** ***** ********** adult ******** ******** *** **** ** ** andragogy's ******* ********** ***** ****** **** ****** *** *********** ******** who ********** * ****** ** ********* ** *** ********* The outline ******** *** ********* ******** by allowing *** ******* *** self-evaluation ** ********* active ************* *** ********** ** ******** interactive ********** and ************* that let students **** ** ***** existing knowledge *** *********** The ******* ******** *** ********* *** ************ of ***** ******** ** pushing students ** ***** ******** ** ****** ************* plan is **** ** encourage independent ******** ** ******** ******* ******** ** including *********** ******** and ********** ***** ******** *** ******** ***** ******** *** ****** individualized ******** ***** using reflection ********* and goal-setting ********** *** ************* ******** ********** ***** ************ **** individuals are ****** to learn **** **** see * **** ** ****** ** ******* ********* or skills aligns with **** ******** ****** ******** ****** ** represented in the ******* ** some way ************* ***** discussions peer ******** *** *********** ******** acknowledges the ***** of ****** interaction *** ************* ******** *** ****** ******** *********** ******** ****** ******** *** ********* ********* through ******* ********* **** ********** ****** ** ***** ************ **** strategy acknowledges **** ****** gain ********* ******* ****** ******* *** profit **** ***** peers' ********** *** ************** ************* framework ***** into account **** conventional and ****** ******** ************ The ********* ******** ************ ********** group activities *** conversations ** ******* ********** *** active learning ** *** *********** ********* ******* *** ********* uses ******* ******* ***** *** ********* ** encourage engagement teamwork and self-paced learning ** the online ******** *********** ********** ******** is ********* ** *********** ******* *** ********** ********* ******** ** ******* learning stylesReferencesBrieger * ******* * ***** ****** G ****** ********** ****** *** ********* ********* six learning theories ** ****** ****** *********** European ******* ** ******** *** *********** 44(4/5) 321-339Cheah * * (2020) ******* ************ ** *** ************ ** ******** *** ******** ** computer ************ * literature ****** ************ *********** ********** ***** ************** * Häkkinen P ********** * ***** Viiri * ****** ************* ******** ** programming **** ******* ** primary ******** * ********** ****** ******** ************ ** *********** ********* ***** *****

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