Health education workshop to promote treatment

  QUESTION 2 (25 points) Create a health education workshop to promote treatment adherence among people recently diagnosed with HIV (7-10 pages). The workshop outline must include the following elements: Title and Target Population. Select an appropriate title for the workshop outline. In addition, identify the audience and be specific. Concept/ Main Idea/ Aim of the Workshop. Briefly describe the content. This section should respond to the question, "What am I trying to teach the participants?" Prerequisite Knowledge. In one paragraph, describe what background/knowledge the participants are assumed to already have prior to coming to this workshop. Goals. Include a minimum of 2 workshop goals you wish to achieve because of this workshop. Make sure to use appropriate “goal verbs”. Workshop Objectives. Each workshop should have a minimum of 2 learning objectives. Objectives must follow ABCDE formula. Make sure to use appropriate “objective verbs.” Workshop Introduction. This initiatory activity should arouse curiosity, connect to prior knowledge, and focus attention on what is to be learned. Learning Activities. Clearly describe the strategies and procedures that will be employed to achieve the instructional objectives. Be sure to clearly delineate differentiated instruction for a large group of participants. Strategies incorporate questions, statements, directions, actions, and the sequence in which they occur. Strategies also deal with how the facilitator plans to structure and present new subject matter and relate it to the participants’ prior knowledge. They also indicate facilitator and participant roles in the lesson. This should be detailed enough so that any facilitator could read the steps to implement the lesson. Clearly indicate where you are meeting each objective in the learning activities. Lesson Closures, Transitions, and Follow-ups. There should be smooth transitions between activities within the workshop and the workshop should have a summary activity. Assessments should help guide follow-up activities. Resources. Provide a comprehensive list of all necessary materials including technology, print and non-print resources, and any other items. Assessment. Integrate at least 1 summative assessment into the workshop outline. Further, specify how you will know that each lesson objective was achieved. Think creatively about evaluation and make sure that the assessment process parallels the emphasis of the workshop (i.e., if your workshop focused on higher order activities, the evaluation also should emphasize critical thinking). Provide specific examples of your assessment process—think rubric! References. Using APA citation style, list all references that were used in the development of your workshop including software, websites, and print and non-print sources. Workshop Reflection. Reflect on how you will know whether you have met the workshop goals and students have mastered the workshop objectives. Possible guiding questions include: a. What did you learn in your teaching methods course that influenced your decisions with this assignment? b. What challenges did you meet with incorporating the various standards? c. What considerations did you consider when designing activities to accommodate different learning styles? How did your own experience as a workshop participant in the past, help shape your construction of this workshop? Instructions: 1) Write the number of each question followed by your answer. Please do not rewrite each question. If you do, you will have points deducted for each question!! If a question has several sub-questions, number each sub-question followed by your answer. Note: We will not grade papers that do not clearly state which questions are being answered. 2) Each answer should be typed double-spaced, Times New Roman, 12 pt. font. Do not use another font or a different font size. If you do, you will have points deducted! 3) Use 1" margins. There are to be no big gaps between paragraphs. Each paragraph should be joined to the next paragraph. Begin each paragraph by indenting it 0.3". 4) Each answer should be written out in essay format. That means no bullet points or lists or diagrams. If you do this, expect a low grade. 5) Do not use any quotes in your answers. Everything must be in your own words, and you need to cite all your sources. 6) Make sure that all your work is your own. Copying answers or portions of answers from a past student's comp exam is unacceptable and dishonest and will result in a zero. You cannot copy and paste from your own past papers or exams! All exams will be screened for authenticity by "Safeassign." Plagiarism will not be tolerated. Evidence of plagiarism in an answer will result in zero points for that answer. 7) If any references are used, please make sure you use the APA style. Put in a "References" section at the end of each answer (and not at the end of the paper). Points will be deducted if you do not follow the APA style correctly.     1 Content Area Predominant content area has been identified. Where connections have been made to other content areas, they are well articulated and detailed. Predominant content area has been identified. Where connections have been made to other content areas, they are described in broad, general terms. Predominant content area has been identified. Where connections have been made to other content areas, they are vague, confusing, or not present. 2 Purpose and Goals The candidate has clearly explained what students will learn from the workshop. The goals have been articulated in relation to other areas of study. There is a logical scope and sequence in the plan of learning experiences. The candidate has explained what students will learn from the workshop. There is some evidence of a scope and sequence in the plan of learning experiences. The candidate has not explained what students will learn from the workshop. There is little evidence of a scope and sequence in the plan of learning experiences. 3 Objectives Objectives provide a clear sense of what students will achieve because of the workshop. Objectives are appropriate and measurable. Objectives align with assessments and scoring guides. Objectives are in alignment with learning activities. Objectives provide a sense of what students will achieve because of the workshop. There is some evidence that objectives are appropriate and measurable and align with assessments and scoring guides. Objectives do not provide a clear sense of what students will achieve because of the workshop. There is no evidence that objectives are appropriate and measurable and align with assessments and scoring guides. 4 Standards The specific national and NYS standards or performance indicators to be addressed in the workshop are clearly identified, and their relationship to the objectives has been written. The national and NYS standards or performance indicators to be addressed in the workshop are mentioned in general terms. There is no explanation of the relationship between the standards and the objectives, or these connections have been written as a list. Specific national and NYS standards are not accurately presented or absent, and there is no mention of the ways they connect to the objectives of the workshop. 5 Assessment Developed appropriate assessment tools that align with lesson objectives. There is strong evidence that the participant can measure participant learning with the assessment developed. Developed assessment tools. There is some evidence that the student can measure participant learning with the assessment developed. Have not developed appropriate assessment tools that align with workshop objectives. There is no evidence that the student can measure participant learning with the assessment developed. 6 Procedure Selected multiple instructional strategies that meet learning objectives. They have clearly articulated how the workshop will begin and end, and how they will transition between major components of the workshop. Provided good examples of strategies that s/he will use to alter the workshop if it does not go as planned. Selected some instructional strategies. They have articulated how the workshop will begin and end, and how they will transition between major components of the workshop. Provided some examples of strategies that s/he will use to alter the workshop if it does not go as planned. Has not selected multiple instructional strategies that meet learning objectives. Has not provided examples of strategies that s/he will use to alter the workshop if it does not go as planned. 7 Resources Health related information resources have been identified and the student has clearly articulated how these will be used to enhance learning and, when applicable, how they will be distributed. The resources are likely to enhance learning significantly. Health related information resources have somewhat been identified and the student has articulated how these will be used. Health related information resources have not been identified. 8 Inclusion Instruction The student has articulated how the workshop will be inclusive of all students. Differentiated activities are well integrated throughout the workshop and are likely to be interesting and challenging to participants with special needs and abilities. The student has described how the workshop will be inclusive of all participants. Some of the differentiated activities are interesting and they have been integrated throughout the workshop. The student has not described how the workshop will be inclusive of all participants. 9 Personal Reflection on Lesson Taught Shows strong evidence that they can reflect on their implementation practices by adjusting objectives, instructional strategies and assessments as necessary to fit the needs of all participants. Shows some evidence that they can reflect on their implementation practices by adjusting objectives, instructional strategies and assessments as necessary to fit the needs of all participants. Shows little evidence that they can reflect on their implementation practices by adjusting objectives, instructional strategies and assessments as necessary to fit the needs of all participants. 10 Personal Reflection on Lesson Taught Demonstrated her/his ability to reflect on the workshop, by identifying strengths and limitations of the workshop and has made suggestions for how it could be improved. Analyzes the feasibility of implementing selected strategies. Demonstrated her/his ability to reflect on the workshop, including their efforts to construct a meaningful learning community. Has not demonstrated her/his ability to reflect on the workshop. Unable to address efforts to construct a meaningful learning community.