A comprehensive curriculum map is a valuable tool for teachers. Mapping curriculum allows instructors to review the aligned curriculum and continue to develop learning experiences that meet the needs of a diverse student population. Additionally, connecting learning across disciplines increases the relevance of the content and helps students build strong frameworks for past, present, and future learning.

For this benchmark, continue to build and revise your curriculum map to include cross-curricular, differentiation, and cultural diversity components based on current best practices.

The cross-curricular component should include:

Three disciplines or curricular areas other than your own.

The cross-curricular connections must be clearly articulated.

• Resources, as appropriate.
• The differentiation component should include for each unit:
• Strategies that reflect best practices for differentiating access to the content.

Suggested adjustments to the instructional strategies and materials, assessments, and the learning environment.

Extension and remedial activities.

• Note: Differentiation strategies should vary for each unit. Keep in mind the needs of students with disabilities, English language learners, high-achieving, and gifted students.
• The cultural diversity component should include for each unit:
• Culturally responsive pedagogical practices.
• Resources such as appropriate literature, videos, technology, etc.

Activities that reflect culturally inclusive practices.

Note: Cultural diversity can be integrated into various areas of the curriculum map but should be explicitly pointed out.

This map should be a comprehensive visual depiction of the content for an 18-week period. Use the feedback you received in the Topic 4 field experience to make any additional changes to your map.

• In 250-500 words reflect on the following:
• How do the cross-curricular components make learning meaningful and engaging for students?
• How did you develop your curriculum map to include culturally diverse and differentiated curriculum?
• How can technology enhance cross-curricular and cultural components?

How does your curriculum map align with the organizational goals and standards in a way that improves student achievement?

How have you used current best practices to build and revise your curriculum map?

In one of our readings this week (“Efficiency of government policy during the Covid-19 pandemic”), the authors ask whether democracies are more effective in protecting their citizens in a pandemic than an autocratic nation might be. While many might argue that countries like China are more effective in taking the necessary measures to contain the pandemic because they are readier to limit citizens’ freedom and human rights, they found no support for this hypothesis.  In fact, they found that the most effective governments are on average those of democratic countries.  Building on our discussion in class, do you agree or disagree with their conclusion?

300 to 400 words

Think of a leader within your organization that you feel demonstrates ethical behavior. (This could be someone from a past or present employer, school, religious group, or family.)

• Discuss why you feel they are an ethical leader. Give at least two examples of their ethical behavior.
• What is their leadership style? How did you determine it? Give an example of how they exhibit their leadership style. The original posting or answer to the questions must go well beyond a one or two worded response. Each example should be written with multiple sentence answer
• Be sure to access the watch page and watch the two videos before creating your posting

THE SCENARIO AND INSTRUCTIONS ARE BOLDED OUT AND THE AREA OF DISCIPLINE IS REGISTERED NURSE IN HOSPITAL

Select an innovation and create a 1-2 page writing plan for completing an informative report.

Introduction

For the first assessment, you will make a plan! You will do this by creating a writing plan to prepare for the following

You will begin the first stage of writing, the prewriting stage; you will also consider audience and purpose. You will find that you use all four skills discussed in this course—communication, productivity, technology, and innovation—as you complete this assessment.

When it comes to success, having a plan will help you identify how to reach your goals and ensure you accomplish them on time. The same is true when it comes to your writing. In this assessment, you’ll practice your productivity skill to begin creating a plan for your writing assessments in the course, and you’ll also utilize your technology skill to ensure that your plan stays on track.

Overview

For this assessment, you will make a plan! You will do this by creating a writing plan to prepare for Assessment 2, an informative report; Assessment 3, a recommendation report; and Assessment 4, a pitch e-mail. You will begin the first stage of writing, the prewriting stage, and consider audience and purpose. You will find that you use all four skills discussed in this course as you complete this assessment: communication, productivity, technology, and innovation.

For all the assessments in this course, consider this scenario:

Your workplace has experienced significant change recently, and your department is expected to respond to change with innovation. Your direct leader has asked you to determine one specific innovation for your department; you will be responsible for the implementation of this innovation.
Your direct leader has asked you to first create an informative report in which you present the benefits and risks around your suggested innovation. Once they approve or provide feedback on this, they would like you to create a recommendation report for you immediate manager. Finally, you will need to create a pitch e-mail to communicate the final changes to your entire department.
For your assessments, consider an innovation in a workplace within your discipline. You can consider your current job or a job you aspire to in the future.

Preparation

Review the provided resources for this assessment. Decide what innovation you will use, and then select the technology tool that you will use to create your plan, such as Word, Excel, or another digital tool. Whatever you select, the output must be in a format that you are able to attach in the submission area for faculty to access.

Instructions

For this assessment, create a 1–2 page writing plan that addresses the following:

• Describe the selected audience.
  • Identify and explain who your audience is.
  • How will you address their needs in each writing project?
• Apply the prewriting stage of writing.
  • This will be done as you outline your plans for each of the three writing projects—the informative report, the recommendation report, and the e-mail correspondence, or pitch e-mail.
  • For your writing plan, you can use one of the prewriting tools, such as brainstorming, suggested by the Writing Center. You can include this anywhere in the document.
• Explain the purpose.
  • The purpose will be to inform and recommend, but you should also cover the purpose of the innovation or change itself.
• Discuss the selected innovation.
• Write coherently with correct grammar, usage, and mechanics.

Additional Requirements

Save your writing plan in an accessible format and submit.

• Written communication: Written communication should be free of errors that detract from the overall message.
• Formatting: The writing plan should be organized and formatted in a way that enhances comprehension and keeps the reader interested.
• References: Any references used should be clearly cited and credited.
• Length: 1–2 pages of text, in addition to a cover sheet.
  • The cover sheet should include your name, the course number, assessment title, and date. No other information is required on this page.

Competencies Measured

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

• Competency 1: Apply the stages of writing to produce effective professional communication.
  • Apply the prewriting stage of writing.
• Competency 2: Define the appropriate audience and purpose for specific deliverables.
  • Describe the selected audience.
  • Explain the purpose.
• Competency 3: Develop business and technical writing documents that convey essential information.
  • Discuss the selected innovation.
• Competency 5: Produce text with minimal grammar, usage, spelling, and mechanical errors.
  • Produce text with minimal grammar, usage, spelling, and mechanical errors.