Nur 649E

Paper details

Using the Personal Class Design Project – Part 1 assignment you began in NUR-647E, you will complete the course design to include learner objectives, outline, teaching strategies, and associated evaluation, and method.
Using Part I, write and revise the original learner objectives submitted.
Use the A-B-C-D method of writing objectives. The objectives should incorporate Bloom’s taxonomy, be written at the appropriate level for the audience, and include at least two learning domains (cognitive, psychomotor, and affective). Refer to \”NUR-649E – Nursing Education Seminar II: A-B-C-D Approach to Objective Writing\” and \”NUR-649E – Nursing Education Seminar II: Learning Domains.\”
Map out a class time frame, outlining when to cover each of the content areas. Refer to \”NUR-649E – Nursing Education Seminar II: Lesson Plan Template.\”
In addition to the content area, include the class time frame:

1. Time frame for covering each topic area
2. Teaching strategy for each objective
3. How the learning will be evaluated

Include rationale for each selected instruction and the evaluation method used.
Support your rationale by citing at least three scholarly, peer-reviewed resources (less than 5 years old) in addition to the course materials.
There is no predetermined length for this assignment. It is intended that each student will develop a class that can be utilized in the student’s selected area of education.
Personal Class Design Project: Part 2 Rubic
1No Submissions0.00%
2Unsatisfactory75.00%
3Less than Satisfactory80.00%
4Satisfactory88.00%
5Good92.00%
6Excellent100.00%
70.0 %Content
10.0 %Writes or Revises Learner Objectives Using the A-B-C-D Method of Writing Objectives. Incorporate Bloom\’s Taxonomy; Objectives Written at the Appropriate Level of Audience.
None
Objectives not written using the A-B-C-D method.
Learner objectives revised using the A-B-C-D method, but objectives do not incorporate Bloom\’s taxonomy, or may not be written at the appropriate level of audience.
Learner objectives revised using the A-B-C-D method. Objectives incorporate Bloom\’s taxonomy and are written at the appropriate level of audience.
Learner objectives revised using the A-B-C-D method. Objectives incorporate a balance of higher and lower Bloom?s taxonomy and are written at the appropriate level of audience.
Learner objectives revised using the A-B-C-D method. Objectives make full uses of the higher levels of Bloom\’s taxonomy for critical thinking when appropriate and are written at the appropriate level of audience.
10.0 %Objectives include at least two learning domains: cognitive, and psychomotor and affective. Indicates which objectives are linked to which domains.
None
Objectives do not include at least two learning domains: cognitive, and psychomotor and affective.
Objectives include two learning domains: cognitive, and psychomotor and affective, but fails to indicate which objectives are linked.
Objectives include two learning domains (cognitive, and psychomotor and affective) and indicate which objectives are linked.
Objectives include more than two learning domains (cognitive, and psychomotor and affective) and indicate which objectives are linked.
Objectives include all the learning domains (cognitive, and psychomotor and affective) and indicate which objectives are linked.
50.0 %Class Time Frame Covers: Topic and Content Area. (10%) Teaching Strategies for Each Topic. (10%) Evaluation Strategy for Entire Program. (10%) Rationale for Each Selected Teaching and Evaluation Strategy. (20%)
None
Class time frames do not cover all four criteria (topic area, teaching strategies, evaluation, and rationale).
Class time frames cover all four criteria, but four criteria are incomplete or inappropriate for stated objectives.
Class time frames cover all four criteria and the four criteria are stated though they could use further development.
Class time frames cover all four criteria and individual criteria are complete.
Class time frames cover all four criteria and they are both detailed and comprehensive.
20.0 %Organization and Effectiveness
5.0 %Organization
None
Paragraphs and transitions consistently lack unity and coherence. Organization is disjointed.
Some paragraphs and transitions may lack logical progression of ideas, unity, coherence, and/or cohesiveness. Some degree of organization is evident.
Paragraphs are generally competent, but ideas may show some inconsistency in organization and/or in their relationship to each other.
Paragraphs exhibit a unity, coherence, and cohesiveness. Topic sentences and concluding remarks are used appropriately.
There is a sophisticated construction of paragraphs and transitions. Individually and collectively, paragraphs are coherent and cohesive.
5.0 %Length
None
*Unacceptable length to class design ? it is too short to address the assignment criteria at the expected scope
None
Acceptable length to class design. Plan is appropriate in length ? some sections may be too short while others are a bit too long.
None
*Excellent length to class design. Clearly and concisely addresses assignment criteria. Flows nicely ? not too short and does not ramble.
5.0 %Language
None
Inappropriate word choice and/or sentence structure, lack of variety in language use. Unaware of audience.
Some distracting and/or inconsistencies in language choice, sentence structure, and or word choice are present.
Sentence structure is correct and occasionally varies. Word choices and language are appropriate to the targeted audience.
Clearly aware of audience; uses a variety of sentence structures and appropriate vocabulary; uses figures of speech to communicate clearly.
Uses a variety of sentence constructions, figures of speech, and word choices in unique and creative ways that are appropriate to purpose, discipline, and scope
3.0 %Scholarly References (Utilizes at Least Three Scholarly, Peer-Reviewed Resources Less Than Five Years Old in Addition to Course Materials)
None
*Selected literature is irrelevant and insufficient. Does not meet stated criteria. Does not use evidence-based sources when available. Uses only course materials.
*Weak selection of sufficient and relevant literature (less than five years old) and no scholarly, peer-reviewed references used (other than course materials). Uses only course materials.
*Fair selection of sufficient and relevant literature (less than five years old) and at least one scholarly, peer-reviewed reference used (other than course materials). Does not use evidence-based sources when available.
*Partial selection of sufficient and relevant literature (less than five years old) and at least two scholarly, peer-reviewed references used (other than course materials). Uses evidence-based sources when available.
*Excellent selection of sufficient and relevant literature (less than five years old) and at least three scholarly, peer-reviewed references used (other than course materials). Uses evidence-based sources when available.
2.0 %Proofreading
None
Paper does not appear spell-checked and proofread at the graduate level.
None
None
None
Paper appears spell-checked and proofread at the graduate level.
10.0 %Format
5.0 %Mechanics
None
Surface errors are pervasive enough that they impede communication of meaning.
Mechanical and sentence structure errors are frequent and repetitive; distracting to reader.
Some mechanical and sentence structure errors or typos are present, but are not overly distracting to the reader.
Document is largely free of sentence structure and mechanical errors, although a few may be present.
Writer is clearly in control of standard, written American English. No errors are present.
5.0 %APA Format
None
Correct APA format is not evident in the paper.
Correct APA format is infrequently used in the paper: Cover page, margins, double-spacing, font size, and all other elements of APA.
Correct APA format is inconsistently used in the paper: Cover page, margins, double-spacing, and all other elements of APA.
Correct APA format is mostly used in the paper: Cover page, margins, double-spacing, font size, and all other elements of APA. Correct APA format is mostly used in the paper: Cover page, margins, double-spacing, font size, and all other elements of APA.
Correct APA format is consistently used in the paper: Cover page, margins, double-spacing, font size, and all other elements of APA such as headings and pagination.
100 %Total Weightage
see attached part 1

RESPONDING TO PEERS
RESPOND TO PEER 1 ON ONE PAGE THEN PEER 2 ON ANOTHER PAGE.
1. Respond to classmate by extending their thoughts on how we can help children develop autonomy.
PEER 1
Have you noticed that your toddler is having more tantrums? Have you wondered why this is happening? Maybe you feel as if it is a result of something that you have done. Maybe you think that they are trying to be independent and express themselves. Whatever the cause it can be very frustrating. Having a good understanding of what tantrums are, why they are happening, and how to help put a stop to them, can be beneficial to both the parents and the child(s).
Maybe you have heard of Erikson’s stages of development. The one that I will be discussing in this letter is the Autonomy versus shame and doubt stage. “During this stage, caregivers need to find an appropriate goodness-of-fit between adult expectations (e.g., neatness, schedules, obedience to rules) and what the toddler isdevelopmentally capable of doing. Firm, pleasant control—without a sense of shame—and calm, acceptinghandling of conflicts can increase toddler autonomy. Caregivers should not focus on the toddler’s temporaryfailures; rather, support should be given to help the toddler achieve developmental tasks. This sensitive yetfirm support of the child’s struggle for autonomy increases a sense of secure attachment because it builds abond between the child and the caregiver as the caregiver responds to the child’s unique needs, providesfeedback to the child’s behavior, interprets his or her signals, and plays affectionately with him or her” (Wardle, 2013).
There are many characteristics of a tantrum, that I am sure that you already know. However, there may be some that you haven’t realized yet. So what exactly is a tantrum defined as? According to the article, Kicking and Screaming: Is It Really A Tantrum?!?, “A temper tantrum is an uncontrollable release of anger, lasting longer than a few minutes. Screaming, throwing, yelling, hitting, crying, biting, and head-banging are all hallmarks of tantrum behavior. Understanding why young children are prone to fierce and powerful emotional outbursts can help parents respond effectively with compassion and empathy. So what are some of the characteristics that we were talking about before?
Age: Sometime between 12-18 months old children start having intense emotional outbursts typically known as “tantrums.” Some children may only exhibit mild tantrums, some do not have them until closer to age three, and a few children will never have outward tantrums at all.
Intense: All healthy children (and adults) will occasionally cry, become angry, and exhibit brief emotional outbursts as a normal part of living. However, tantrums are intensely loud and physical, and of long duration – sometimes lasting as long as 20-30 minutes.
Inevitable: During a tantrum, children really do “lose it” – they are no longer rational or in control of their actions. Although tantrums can sometimes be avoided or prevented, once it begins, a tantrum generally cannot be stopped until the rage and frustration are fully released by the child.
Normal: Temper tantrums can be frustrating for a parent, but they are a normal part of development for toddlers as they learn to cope with the ‘big feelings’ of frustration and anger.
Diverse: A child’s personality and temperament are factors determining how often and how intense their tantrums become. Children who have more expressive tantrums may be more challenging for parents to deal with, but frequent tantrums are not necessarily indicative of anything more than a lively personality.
Now that we have an understanding of what the definition of a tantrum is and the characteristcs of said tantrum, how can we tackle this problem as a group? A great article to read for tantrums and how to help prevent them is, Temper Tantrum From KidsHealth. According to the article, “Tantrums should be handled differently depending on why your child is upset. Sometimes, you may need to provide comfort. Other times, its best to ignore an outburst and distract your child with a new activity. If your child is tired or hungry, it’s time for a nap or a snack. If a tantrum happens after your child is refused something, stay calm and don’t give a lot of explanations for why your child can’t have what he wants. Try to find something he can have. Move on to another activity with your child” (Temper Tantrum, 2018).
I hope with this letter that you have a better understanding of what tantrums are, why they happen, how they can be prevented, and how to help your child through them. Although the are frustrating, as long as we work together, we can help control them better! If you have an questions or concerns, please feel free to ask them! I will be more than glad to help answer whatever questions you may have. Below I have a list of great articles that I found online that may be helpful to you.