ADED 2F92 AssignmentGuide

Adult Education 2F92
Curriculum Design for Adult Learners
Assignment Guide
Centre for Adult Education and Community Outreach
Faculty of Education, Brock University

ADED 2F92 Assignment Guide
Developed October 2008. Revised March, 2018
© Brock University
Copying of this material is strictly prohibited.
2
Table of Contents
Assignments, Due Dates, Grading .............................................................................5
Assignment Cover Pages......................................................................................... 5
Academic Writing Standards ................................................................................... 6
Using the Evaluation Rubrics in your Assignment Planning Process ............................. 6
Why Use Rubrics? .................................................................................................. 6

Assignments Overview ..............................................................................................7
Brock University Grading Standards ........................................................................10
Assignment 1: The Topic for your Curriculum Design Project (10%) .....................11
Rationale ............................................................................................................. 11
Directions to Learners .......................................................................................... 11
Assignment 1: The Topic for your Curriculum Design Project (10%) ......................... 12
Assignment 2: Getting Started: Philosophy, Model, and .........................................14
Component Analysis (25%).....................................................................................14
Preamble ............................................................................................................. 14
Assignment 2: Getting Started: Philosophy, Model, and Component Analysis (25%) .. 16

Assignment 3: Learning Outcomes and Evaluation Plan (20%) .............................19
Preamble ............................................................................................................. 19
Rationale ............................................................................................................. 19
Assignment 3: Learning Outcomes and Evaluation Plan (20%) ................................. 21

Assignment 4 Topic Outline and Detailed Lesson Plan (25%) ................................24
Preamble ............................................................................................................. 24
Part 1: Topic Outline ............................................................................................ 24
Part 2: Detailed Lesson Plan.................................................................................. 25
Assignment 4: Topic Outline and Detailed Lesson Plan (25%) .................................. 27

Assignment 5: Critical Discourse (20%) .................................................................29
3
Rationale ............................................................................................................. 29
Description .......................................................................................................... 29
Assignment 5: Critical Discourse - FACILITATOR (20%)........................................... 30

Assignment 5: Learning Partner Peer Assessment .................................................33
Appendix A: Sample Title Page ................................................................................34
Appendix B: Academic Writing Standards to Remember.........................................35
4
Assignments, Due Dates, Grading

Preamble
Curriculum design generally occurs at the program, course, and lesson levels. For example,
the Adult Education program was designed to consist of five core courses, with each course
consisting of 12 sessions. Articulated learning outcomes and evaluation occur at each level
of design, culminating in the attainment of the overall critical learning
outcome/performance. Each learning outcome and evaluation at the lesson level contributes
to the overall course learning; each course outcome and associated evaluation contributes
to the culmination of learning at the program level. This course explores the development of
curriculum at the course and lesson levels while considering their relationship to the
program level. Thus, all the assignments are related to the development of a 12-week, 36-
hour course for a college or university setting.
While all learners may not work in a postsecondary environment and may not be required to
develop courses at this level, the intent of 2F92 is to assist learners to develop the
knowledge and skills related to curriculum design and to apply these concepts in their
course assignments—regardless of their current work applications. Thus, learners will have
the skill set needed to adapt curriculum to different workplace contexts. For instance, if you
work in the community developing and delivering adult learning, you may not have to
include formal assessment and evaluation processes for your curricula. Yet an
understanding of these processes will contribute to many design considerations and will
inform future work wherein evaluation may be required.
The purpose of the assignments in this course is to provide you with an opportunity to
demonstrate your understanding of the pedagogical foundations of the principles and
practice of designing curriculum. Learners will demonstrate their understanding of
curriculum design by developing a 12-week, 36 hour curriculum for a half-credit,
postsecondary course of study.
Each assignment includes a rationale, specific instructions and guidelines for success, as
well as a comprehensive evaluation rubric with specific criteria that coincides with the
University’s grading system. Evaluation rubrics are designed to help you complete your
work and to interpret the feedback you receive for your ongoing development.
Assignment Cover Pages

A sample Assignment Cover Page is provided in Appendix A of this Assignment Guide that
you can use as an APA sample for all Brock University ADED assignments throughout the
program.
5
Academic Writing Standards

Basic academic writing standards to remember are found in Appendix B at the end of this
Assignment Guide.
Please follow the recommendations for page/word length in the assignments.
Brock University, Adult Education and Community Outreach Program follows the Publication
Manual of the American Psychological Association (APA), 6th edition for guidelines in writing
academic papers.
The table on the next page summarizes the assignments that serve as the means of
evaluation in this course
Note: Use the Brock University Library Electronic Database to source all references for
your assignments.
Using the Evaluation Rubrics in your Assignment Planning Process
The Evaluation Rubric for each assignment follows the assignment instructions and reflects
standards that have been set provincially for undergraduate learning and assessment.
Review these rubrics as you plan and as you complete your work to ensure that you have
captured all the criteria for evaluating the assignment. Keep in mind though that these
rubrics are very condensed. Always refer to the specific details in the assignment
instructions.
A rubric is an explicit set of criteria used for assessing a particular type of work or
performance. A rubric usually also includes levels of potential achievement for each
criterion.
Why Use Rubrics?

• To produce assessments that are far more descriptive than a single, holistic grade or
judgment can be. Instead of merely saying that this was a "B- paper," the rubric-
based assessment describes the quality of work on one or more criteria. For
example, an English paper might be assessed on its use of sources, the quality of the
academic argument, and its use of English (among other criteria).
• To let learners know in advance what criteria instructors will apply to assessing their
work
• To provide a richer and more multidimensional description of the reasons for
assigning a numerical score to a piece of work.
• To enable multiple instructors to apply the same criteria to assessing work. For
example, student work can be assessed by faculty, by other students and by working
professionals in the discipline. If a rubric is applied to program review, a panel of
visiting experts could use the same rubric to assess the program's performance.
• To enable learners to elicit formative feedback (e.g., peer critique) for drafts of their
work before final submission;
• To help learners understand more clearly and completely what instructors had to say
about their work.
6
Assignments Overview
Assignment Due Weight Assignment Summary
1 The Topic for your Session 10% This paper provides learners an opportunity to
Curriculum 3 identify the topic upon which they intend to
Design Project develop their curriculum design project. This
curriculum project will be a 12-week, 36 hour
course at the college or university level. Learners
will explain the reason that their chosen topic is
significant to them, justify the need for instruction
in this topic, and provide an overall goal for the
course.
2 Getting Started: Session 25% The purpose of this paper is to describe your
Philosophy, Model 6 personal philosophy of curriculum design and
and Component demonstrate how it is integrated into the design
Analysis model that you have selected for your curriculum
design project. As well, you will provide a rationale
for choosing your design model. Further, you will
use the design model to analyze the following
components of your curriculum design project:
needs analysis, the givens and constraints, the
organizational context, and learner profile.
3 Learning Session 20% This assignment will incorporate the course

Outcomes and 9 culminating Learning Outcomes and the
Evaluation Plan assignments that make up the course Evaluation
Plan. A rationale for your choices of learning
outcomes and evaluation methods will be included.
As well, an evaluation marking schematic/rubric for
one of the assignments and a rationale for its
selection will accompany your Evaluation Plan.
4 Topic Outline and Session 25% There are two parts to this assignment. First you
Detailed Lesson 12 will construct a complete topic outline for a 12-
Plan week, 36-hour course at the college or university
level. The creation of the sessions using the
template provided needs to demonstrate
sequencing of learning according the content,
context, and audience. The second part consists of
a detailed lesson plan with appropriate learning
outcomes written at the session level using the
four parts of writing learning outcomes, with all the
supporting documents. All teaching/learning
strategies need to be explained and supported by
templates required for any activities. Detailed
7
descriptions for ice breakers and closure activities

also need to be included.
8
5 Critical Session 20% All Brock courses are designed for a constructivist
Discourse 12 learning environment where each learner contributes to
(Including the overall knowledge base within a course. Therefore,
learning each of the courses in our program require students to
partner peer participate regularly in weekly discussions and group
assessment activities, including Sakai discussion forums and
due at the activities in the online environment.
end of
Session 11) Facilitators will assess your ability to provide critical
discourse over the span of the course and use the rubric
GRADED BY for this assignment to assess your abilities. Review the
FACILITATOR rubric carefully at the beginning of the course to ensure
that you understand the dimensions of critical discourse
that are expected.
One component of the critical discourse evaluation is
peer assessment. Several activities in the course
involve working with a learning partner. You will assess
your relationship with your learning partner and submit
the completed peer evaluation form to your facilitator
as part of the critical discourse evaluation.
9
Brock University Grading Standards1
Please refer to Brock University's current Undergraduate Calendar for detailed information
on grading policy:
http://www.brocku.ca/webcal/2015/undergrad/areg.html#sec56 (Please note this link

will open in a new window).
The following grades are awarded for undergraduate courses:
A - 90 to 100
Reserved for students where work is of outstanding quality that provides clear evidence of a
rare talent for the subject and of an original and/or incisive mind.
A - 80 to 89
Awarded for excellent, accurate work in which evidence of a certain flair for and
comprehension of the subject is clearly perceptible.
B - 70 to 79
Indicates competent work that shows a sound grasp of the course goals without being
distinguished.
C - 60 to 69
Represents work of adequate quality which suffers from incompleteness or inaccuracy.
D - 50 to 59
Given where the minimum requirements of a course are barely satisfied.
F - 49 or lower
Means that minimum requirements have not been met and no credit has been given for the
course.
1
Brock University, Program Handbook, Section 4: Grading and Assessment Policies
10
Assignment 1: The Topic for your Curriculum Design Project (10%)

Due at the beginning of Session 3
Length – 2-3 pages excluding title and reference pages.
Rationale
The purpose of this assignment is for learners to describe the topic on which they intend to
create their curriculum design project: a 12-week, 36 hour college or university level
course. Learners are expected to explain the reason for their choice of topic, provide a
rationale for the need of this instruction, and identify their overall goal for the course.
This assignment is the basis for Assignments 2, 3, and 4. In Assignment 2 you will describe
your personal philosophy of curriculum design and demonstrate how it is integrated into
your chosen design model. As well, you will begin the process of analyzing various
components of your project such as needs analysis, givens and constraints, organizational
context, and learner profile. In Assignment 3, you will develop the learning outcomes and
evaluation plans. Finally, in Assignment 4 you will create a topic outline and a detailed
lesson plan. At the completion of Assignment 4, you will have developed a 12-week, 36
hour course at the college or university level.
Directions to Learners
Learners need to use APA formatting and referencing for their paper. A sample
title page and basic instructions for formatting in APA style can be found in the
appendices of this guide.
Learners need to incorporate a system of headings and sub-headings to organize

their work. See the evaluation rubric for this assignment as a guide for specific
headings.
1. Write a description of the topic including the context and the people involved. Include
any other aspects of the topic that you think are meaningful.
2. Explain why this topic is important to you.
3. Outline your rationale for the need of instruction in this topic.
4. Identify your overall goal for the course.
5. Remember that every paper needs title and reference pages, and an introduction and
conclusion.
6. Use headings and sub-headings to organize your paper. Follow APA guidelines on level of
heading.
11
Assignment 1: The Topic for your Curriculum Design Project (10%)
Due at the beginning of Session 3
NAME: ____________________________ DATE: ___________________
MARK
Content
1-4 5-9 10-14 15-18

Topic • Topic poorly • Partially • Well-developed • Well-developed /18
Identification explained developed description and description and
• Minimal or description of explanation of explanation of
vague detail the topic the topic the topic
• Context, • Solid discussion integrating
rationale and and multiple
importance of understanding of perspectives
the issue the context and • Sophisticated
partially the importance analysis of the
developed of the topic topic with
respect to the
context and its
importance and
relevance to
the field
Rationale 0 1-2 3-4 5-6
• No rationale • Rationale • Convincing • Strong /6
given partially rationale for supporting
developed project arguments for
project
Goal 0 1-2 3-4 5-6
• No overall • Overall goal • Overall goal • Overall goal /6
goal poorly explained clearly explained explained
identified clearly and in
detail
Style
0-3 4-6 7-9 10-12
Clarity & • Paper is • Minimal simple • Clear, logical • Elegant, subtle, /12
Organization disordered. organization pattern of seamless
of Paper Difficult to • Some orderly development in pattern of
follow the progression of organization organization
discussion of ideas and a • General focus • Structure may
the topic general focus be innovative
and coherence
• No apparent • Some sections • Ideas flow
• Logical
deliberate confusing or naturally and
sequence of
organization unrelated to ideas smoothly,
main idea reinforce and
• Transitions
between ideas support content
consistently
smooth and
effective
Writing • Significant • Frequent • Minimal • No grammar,
Conventions grammar, grammar, grammar, sentence /12
and Use of sentence sentence sentence structure,
12
APA structure, structure, structure, spelling, or

Formatting spelling, or spelling, or spelling, or punctuation
punctuation punctuation punctuation errors.
errors errors errors • APA style is
• Many errors • Several errors in • Minimal errors in used correctly
in use of use of APA style use of APA style throughout the
APA style throughout the throughout the paper including
throughout paper including paper including title page, page
the paper title page, page title page, page numeration,
including numeration, line numeration, line line and
title page, and paragraph and paragraph paragraph
page spacing, page spacing, page spacing, page
numeration, justification, justification, justification,
line and font, levels of font, levels of font, levels of
paragraph headings and headings and headings and
spacing, subheadings and subheadings and subheadings
page running head running head and running
justification, head
font, levels
of headings
and
subheadings
and running
head
Additional /54
Comments
Final Assignment #1 0
Grade
13
Assignment 2: Getting Started: Philosophy, Model, and
Component Analysis (25%)
Due at the beginning of Session 6 (7-8 pages)
Preamble
Assignments 1, 2, 3, and 4 are all related. Each assignment is focused on addressing one
aspect of designing your curriculum project. In Assignment 1 you identified a topic for your
project and provided reasons for the need for instruction. Assignment 2 asks you to
describe your personal philosophy of curriculum design and relate it to your choice of design
model. As well, you will use your design model to begin the creation of your curriculum
project.
There are two parts to this paper. They are the following:
Part A: Personal Philosophy of Curriculum Design
The purpose of this section is to describe your personal philosophy of curriculum design and
demonstrate how it is integral to the design model that you have selected to use for your
curriculum design project.
Part B: Analysis of the Design Model Components
The purpose of this part of the paper is to use your design model to analyze the following
components of your curriculum project: organizational context, needs analysis, learner
profile (characteristics), givens and constraints, and application of Universal Design for
Learning principles. The result of this analysis is fundamental to the development of your
curriculum. Finally, discuss the implications of your analysis for designing your curriculum.
Support your ideas with references to the literature.
NOTE: The needs analysis component in Part B is a conceptual exercise only. No research
will be conducted with human participants and students can only use workplace materials
that would be available to the general public.
1. Give your paper a title that describes the topic;
2. Pay attention to the length of your paper. Refer to the evaluation chart for guidelines;
3. Follow the Publication Manual of the American Psychological Association (6th ed.) for
referencing guidelines;
4. Use headings and subheadings to organize your paper. Follow APA guidelines on level of
heading;
5. Suggested headings may be the following:
14
• Your personal philosophy of curriculum design;

• Choice of the design model or a combination of models with rationale of choices
made;
• Analysis of the design model components including rationale for choices made;
o The organizational context;
o Needs analysis (a plan for doing a needs assessment based on the activity from
Session 2, Identifying the Need for Instruction);
o Learner profile (characteristics);
o Givens;
o Constraints;
o Application of Universal Design for Learning principles
• Implications for curriculum design.
6. Remember that every paper requires an introduction and a conclusion. In your

introduction, include a brief explanation of the topic for your curriculum project.
Please note: In ADED 4F32 you articulated a philosophy of adult teaching and facilitation
practices. In this course, you put on a third “hat”—that of designer—and discuss your
emerging philosophy of practice as it relates to you as a designer of curriculum rather than
as a learner or teacher/facilitator.
15
Assignment 2: Getting Started: Philosophy, Model, and Component Analysis (25%)

Due at the beginning of Session 6 (7-8 pages)
NAME: _________________________ DATE: _________________________
1-4 5-8 9-12 13-16
MARK
Personal • Philosophy of • Philosophy • Well developed • Well developed,
Philosophy and curriculum discussed simply philosophy of sophisticated /16
Instructional design unclear and concretely curriculum design philosophy of
Design Model • Minimal or without depth • Solid discussion curriculum design
vague detail • Some irrelevance and understanding • Sophisticated
• Weak or no or confusion of philosophical analysis, critique,
rationale for • Weak connection beliefs and values and synthesis of
choice of of philosophy to • Good connection of philosophical
design model choice of design philosophy to beliefs and
model choice of design values
• Rationale for model with fairly • Strong
choice of design strong supporting connection of
model arguments philosophy to
unconvincing • Rationale for choice choice of design
of design model model with
clear. Some points strong supporting
need better arguments
support • Rationale for
choice of design
model
convincing, well-
supported while
considering
multiple
perspectives
• Demonstrates • Demonstrates • Demonstrates • Demonstrates
Knowledge and limited some application satisfactory high level of /16
Application of understanding of textbook application of application and
Course Content of textbook content textbook & course synthesis of
to Design content • Discusses some of content textbook &
Component • Discusses few the design • Discusses most course content
Analysis of the design components in (one of which is • Discusses all of
components in terms of their Universal Design the design
terms of their curriculum project for Learning) of the components in
curriculum design components terms of their
project in terms of their curriculum
curriculum project project
• Limited or no • Few references to • Numerous textbook • Frequent use of
Academic Rigor references to textbook or course citations to support textbook /course /16
textbook content assertions. citations to
content • Little use of • Use of relevant support
supplementary supplementary assertions.
resources resources • Use of relevant
supplementary
resources
demonstrate high
16
level of
scholarship
Style
0-3 4-6 7-9 10-12

• Random or • Minimal, simple • Clear, logical • Elegant, subtle,
Clarity & scattered ideas organization pattern of seamless /12
Organization of lacking focus • Some orderly development in pattern of
Paper • Difficult to progression of organization organization
follow ideas and a • General focus and • Structure may
• No apparent general focus coherence be innovative
deliberate • Some sections • Logical sequence • Ideas flow
organization confusing or of ideas naturally and
unrelated to main • Transitions smoothly,
idea between ideas reinforce and
consistently support content
smooth and
effective
Writing • Significant • Frequent • Minimal grammar, • No grammar,
Conventions and grammar, grammar, sentence structure, sentence /12
use of APA sentence sentence structure, spelling, or structure,
structure, spelling, or punctuation errors spelling, or
spelling, or punctuation errors • Minimal errors in punctuation
punctuation • Several errors in use of APA style errors.
errors use of APA style throughout the • APA style is
• Many errors in throughout the paper including used correctly
use of APA style paper including citations, title and throughout the
throughout the citations, title and reference pages, paper including
paper including reference pages, page numeration, citations, title
citations, title page numeration, line and paragraph and reference
and reference line and paragraph spacing, page pages, page
pages, page spacing, page justification, font, numeration,
numeration, justification, font, levels of headings line and
line and levels of headings and subheadings paragraph
paragraph and subheadings and running head spacing, page
spacing, page and running head • All citations are justification,
justification, • Most citations are accurately cited in font, levels of
font, levels of cited accurately in APA format. headings and
headings and APA format • Reference page subheadings
subheadings • Missing citations: adheres to APA and running
and running Fails to attribute format head
head idea or concept to • All citations
• A few citations author. from relevant
are cited literature are
accurately in accurately cited
APA format in APA format
• Many missing
citations: Fails
to attribute idea
or concept or
author.
Additional /72
Comments
17
Grade
18
Assignment 3: Learning Outcomes and Evaluation Plan (20%)
Due at the beginning of Session 9 (6-8 pages in addition to the chart)
Preamble
Learners are required to produce a 12-week, 36-hour course at the community college or
university level. Assignments 2, 3 and 4 engage learners in this process. In Assignment 2,
you analyzed several components of your course: the organizational context, learner profile,
givens and constraints, and discussed their implications for curriculum design. In this
assignment, you will create learning outcomes and an evaluation plan for your course. Keep
in mind your philosophy of curriculum design as you engage in the process.
Rationale
The purpose of this assignment is to provide learners the opportunity to apply the principles
and practice of curriculum design to the development of course learning outcomes and an
associated evaluation plan for a postsecondary course.
1. The requirement for this assignment is to design a set of learning outcomes and an
evaluation plan for a 12-week course at the college or university level. In Session 3 you
identified one-two aims and three goals for your course. In Session 6 you learned how to
write formal learning outcomes and had an opportunity to generate five to six learning
outcomes to accomplish your goals. Refer to your session guide and texts for writing
learning outcomes and an accompanying evaluation plan as you develop this
assignment.
2. The course you are designing likely will exist within a broader program of study. As
such, you will need to examine the relationship of your course to and with other courses
and consider the implications of same for your design.
3. Limit your assignment to the expectations of this course. Consult the marking schematic
for guiding the submission requirements.
4. Your evaluation plan should mirror your learning outcomes. For instance, if you say at
the end of this course that learners should be able to “do something,” you should be
measuring whether they can do the task effectively.
5. Use headings and sub-headings following APA formatting in the narrative part of the
paper.
6. Include a reference page for your assignment citations.
19
Learning Outcomes
• Use the Activity Sheet found in Activity Templates in the Sakai Course Materials to list
your learning outcomes, domains and levels. The Activity Sheet is entitled Session 6:
Learning Outcomes and Evaluation Plan.
• Create a list of approximately 5 or 6 learning outcomes that are representative of the
outputs of the whole course. These should be culminating learning experiences that you
require your learners to have at the end of engaging in this course of study.
• Identify the domain and level of learning using the three Taxonomies of Learning from
the discussions and materials.
• For each learning outcome, rationalize your thinking in selecting the outcome, including
its domain and level, and support your reasons with appropriate adult education
resources according to proper APA formatting. This section of your assignment should be
approximately 3-4 pages in length.
Evaluation Plan
• Use the chart, Learning Outcomes and Evaluation Plan, found in Sakai Course Materials
to demonstrate your evaluation plan showing the type of evaluation, its value, and the
timing in the semester. Ensure that you are linking your evaluation to the appropriate
learning outcome and that you are evaluating the articulated domains and levels of
learning of the specified outcome.
• Discuss each evaluation assignment you plan to use, the purpose, and the rationale for
your choice, making connections to adult education resources, including the principles of
universal design for learning. This section of your assignment should be approximately
3-4 pages in length.
• Identify where you have created opportunities for assessments with feedback to assist
learners to successfully engage in the evaluation process.
Evaluation Instrument
• Develop an evaluation instrument and provide a rationale for its selection for one of the
assignments in the evaluation plan. See Cranton (2012), Chapter 7 and Morrison et al.
(2013), Chapter 12 as resources.
20
Assignment 3: Learning Outcomes and Evaluation Plan (20%)

(Due at the beginning of Session 9)
NAME: _________________________ DATE: _________________________
1-4 5-8 9-12 13-16
MARK
• Limited • Demonstrates • Demonstrates good • Demonstrates
Application of understanding application of application of high level of /16
Course Content of course course content course content synthesis of
to Development content • Learning • Learning outcomes course content
of Learning • Learning outcomes are are fully developed • Learning
Outcomes and outcomes are partially • Evaluation methods outcomes are
Evaluation Plan missing or developed are well developed fully developed,
poorly • Evaluation and congruent with and well balanced
developed methods are not learning outcomes in terms of
• Evaluation fully developed. • Evaluation domains and
methods are Some lack detail instrument levels
missing or or congruency generally assesses • Evaluation
poorly with learning learning for the methods are well
developed, outcomes outcomes. developed with
lacking detail or • Evaluation • Universal Design extensive detail
congruency instrument lacks for Learning and are
with learning depth and principles are congruent with
outcomes sufficient detail to discussed well and learning
• Evaluation measure effectively applied outcomes
instrument is outcomes • Evaluation
missing or effectively instrument fully
poorly formed • Universal Design measures
• Universal for Learning learning for
Design for principles are not outcomes and
Learning well discussed or may be
principles are effectively applied innovative
not discussed • Universal Design
nor applied to for Learning
evaluation principles are
methods and/or extensively
instrument discussed and
applied to
evaluation
methods and
instrument
Rationale for • Rationale for • Partially • Clear rationale for • Convincing
Learning choice of developed choice of learning rationale for /16
Outcomes, learning rationale for outcomes, choice of learning
Evaluation outcomes, choice of learning evaluation plan, outcomes,
Plan, and evaluation plan outcomes, and evaluation evaluation plan,
Evaluation and evaluation evaluation plan, instrument and evaluation
Instrument instrument is and evaluation • Solid discussion instrument
weak and not instrument and understanding Sophisticated
convincing • Rationale of choices made analysis, critique,
• Some discussed simply and synthesis of
21
irrelevance or and concretely choices made

confusion without depth
supplementary
resources
demonstrate high
level of
scholarship
Style
1-3 4-6 7-9 10-12

Paper • Difficult to follow progression of organization organization
• No apparent ideas and a • General focus and • Structure may
deliberate general focus coherence be innovative
organization • Some sections • Logical sequence • Ideas flow
confusing or of ideas naturally and
smooth and
effective
Conventions grammar, grammar, sentence structure, sentence /12
and use of APA sentence sentence structure, spelling, or structure,
numeration, line justification, font, levels of headings line and
and paragraph levels of headings and subheadings paragraph
spacing, page and subheadings and running head spacing, page
justification, font, and running head • All citations are justification,
levels of headings • Most citations are accurately cited in font, levels of
and subheadings cited accurately in APA format. headings and
and running head APA format • Reference page subheadings
• A few citations • Missing citations: adheres to APA and running
are cited Fails to attribute format head
accurately in APA idea or concept to • All citations
format author. from relevant
• Many missing literature are
citations: Fails to accurately cited
22
attribute idea or in APA format

concept or
author.
Additional /72
Comments
Grade
23
Assignment 4 Topic Outline and Detailed Lesson Plan (25%)
Due at the beginning of Session 12 (6-8 pages excluding Title Page, References, and
Appendices)
Preamble
Learners are required to produce a 12-week, 36 hour course. Assignments 2, 3 and 4

engage learners in this process. In Assignment #2, you analyzed several components of
your course: the organizational context, learner profile, givens and constraints, and
discussed their implications for curriculum design. In Assignment #3, you created learning
outcomes and an evaluation plan for your course. In this assignment you will create two
further components of your course: a topic outline (Part 1) and a detailed lesson plan (Part
2). Keep in mind your philosophy of curriculum design as you engage in the process.
Note: Include an introduction and a conclusion to the whole paper. Use headings and sub-
headings following APA formatting in the narrative parts of the paper.
Part 1: Topic Outline
Rationale
The purpose of this part of the assignment is to apply the theory of curriculum design to the
practice of mapping out the topics for an entire post secondary academic course. This
includes the learning outcomes and selection and sequencing of topics.
In this section, you will develop a complete topic outline for a 12-week, 36-hour course.
First, you will write one- two pages to explain the nature and context of the course you are
developing followed by a rationale for the choices you made regarding choosing and
sequencing topics supported by appropriate peer-reviewed references from the literature.
Specifically, in the rationale discuss:
• Reasons for choosing the topics for the course;

• Relationship of the topics to the course learning outcomes;
• Choice of sequencing strategy and/or strategies used to order the topics;
• Support your choices with reference to the adult education literature, including
universal design for learning principles.
Second, complete the topic outline.
• Use the topic outline activity sheet found in Sakai Course Materials – Activity Sheets
to list topics. An example is found at the end of Session 7 in the Session Guide.
• Ensure that selection and sequencing of topics are congruent with the course
learning outcomes and evaluation plan.
24
• Refer to the marking schematic for this assignment, as it will assist you in arranging
your thoughts about the assignment before you start your work.
• Include the Topic Outline in table format as Appendix A at the end of the paper.
Part 2: Detailed Lesson Plan
Rationale
The purpose of this part of the assignment is to provide learners the opportunity to
elaborate on a session and develop it into a full lesson.
The requirement for this assignment is a detailed 3-hour lesson plan, with the appropriate
learning outcomes written at the session level and their evaluation, and with all the
supporting documents (i.e., ancillary materials). All teaching/learning strategies need to be
explained and supported by templates required for any activities. Detailed descriptions for
ice breakers and closure activities should also be included.
Learners will identify which session in the course this assignment is addressing and how it
fits into the larger learning plan for their audience. Some of the thinking involved in this
part of the assignment will have already occurred as learners completed the topic outline
(Part 1) of this assignment.
First, write a three-four page rationale for the lesson plan.
• Introduce your lesson plan by stating its purpose as well as where and how it fits
into the larger plan.
• Identify the session learning outcomes.
• Outline how course learning outcomes are woven into session learning outcomes.
• Provide a rationale for choices made in each phase of the lesson plan, that is, for
the Review, Overview, Presentation of Content, Exercises (teaching strategies),
and Summary (ROPES Model). Specifically include:
• Relationship of the topics to the session learning outcomes;
• Choice of sequencing strategy and/or strategies used to order the topics;
• Choice of instructional strategies to present the topics;
• How the instructional strategies fit the topics, the characteristics and
experiences of students, and are congruent with session learning outcomes;
• Materials to be used and how they complement the instructional strategies

and match the domain and level of learning outcomes;
• Identify evaluation methods chosen for each sub-section of the lesson plan and
the rationale for choosing them. Specifically include:
• How they are congruent with learning outcomes and instructional strategies.
25
• How the principles of universal design were considered for each decision made;
• Support your choices with references from the adult education literature.
Second, complete the lesson plan and attach it as Appendix B at the end of the paper.
A lesson plan template may be found in the LMS under Course Materials. You may use this
template to construct your learning plan or one of your own choosing. As well, you will find
an example of a completed lesson plan at the end of Session 10 in the Session Guide.
Begin the lesson plan by providing the following data in the form of introductory
headings/lines:
• Lesson Title: __________
• Readings for the Session: __________
• Time for the Entire Session: 3 hours
• Resources: __________
• Session Learning Outcomes: __________
Then, complete the lesson plan template with the following information:
Using the ROPES Model and the following headings, create a lesson plan that includes the
topics, teaching strategies, and evaluation methods under each subsection. You may want
to add other columns such as content, resources/materials, references, and timing for each
of the sub-sections listed below.
• Welcome and Introduction;

• Motivator or Ice Breaker;
• Review;
• Overview;
• Presentation of Content (may vary based on content pieces);
• Exercises (in focus activities, activities for evaluation, or group work);
• Summary (i.e., how did you bring all the pieces of the session together?)
26
Assignment 4: Topic Outline and Detailed Lesson Plan (25%)

(Due at the beginning of Session 12)
NAME: _________________________ DATE: _________________________
1-4 5-8 9-12 13-16
MARK
• Limited • Demonstrates • Demonstrates good • Demonstrates
Application of understanding application of application of high level of /16
Course Content of course course content course content synthesis of
to Development content • Topic outline • Topic outline fully course content
of Topic Outline • Topic outline and/or lesson plan developed with • Topic outline well
and Lesson and/or lesson partially appropriate developed with
Plan plan missing or developed sequencing appropriate
poorly • Partially strategies sequencing
developed developed • Lesson plan fully strategies
• No Application application of developed, with • Lesson plan
of Universal Universal Design interactive and developed with
Design Principles for learner-focused extensive detail,
Principles for Learning to the activities creative, with
Learning to the Lesson Plan • Full application of interactive and
Lesson Plan Universal Design learner-focused
Principles for activities
Learning to the • Extensive
Lesson Plan application of
Universal Design
Principles for
Learning to the
Lesson Plan
Rationale for • Rationale for • Partially • Clear, convincing • Strong rationale
Choices Made choice of topics, developed rationale for choice for choice of /16
sequencing rationale for of choice of topics, choice of topics,
strategies, choice of topics, sequencing sequencing
and/or lesson sequencing strategies and strategies, and
plan strategies, and lesson plan lesson plan
components lesson plan components components
weak and not components • Solid discussion • Sophisticated
convincing • Rationale and understanding analysis, critique,
• Some discussed simply of choices made and synthesis of
irrelevance or and concretely choices made
confusion without depth
supplementary
resources
demonstrate high
level of
scholarship
27
Style
1-3 4-6 7-9 10-12

Paper • Difficult to follow progression of organization organization
• No apparent ideas and a • General focus and • Structure may
deliberate general focus coherence be innovative
organization • Some sections • Logical sequence • Ideas flow
confusing or of ideas naturally and
smooth and
effective
Conventions grammar, grammar, sentence structure, sentence /12
and use of APA sentence sentence structure, spelling, or structure,
numeration, line justification, font, levels of headings line and
and paragraph levels of headings and subheadings paragraph
spacing, page and subheadings and running head spacing, page
justification, font, and running head • All citations are justification,
levels of headings • Most citations are accurately cited in font, levels of
and subheadings cited accurately in APA format. headings and
and running head APA format • Reference page subheadings
• A few citations • Missing citations: adheres to APA and running
are cited Fails to attribute format head
accurately in APA idea or concept to • All citations
format author. from relevant
• Many missing literature are
citations: Fails to accurately cited
attribute idea or in APA format
concept or
author.
Additional /72
Comments
Grade
28
Assignment 5: Critical Discourse (20%)
Rationale
An integral part of adult learning is to reflect critically on one’s learning (knowledge, skills,
and attitudes) and, through dialogue with others, come to new understandings. As such,
courses within our program have been designed in a constructivist format to encourage both
dialogue with others and individual reflection.
Description
The purpose of this assignment is to develop your ability to critically discuss course topics
with others. In general, you are expected to become involved in your community of learners
in an ongoing way and to share your own thoughts and expertise with others in discussions
and group activities. Discussion enhances learning as you share your ideas, perspectives
and experiences with your classmates. One of the ways that you will become involved in the
community of learners is to work closely with a learning partner during the course. Your
interaction with your learning partner will be assessed as part of the critical discourse
assessment.
Your facilitator will assess your achievement at the end of each session in Gradebook
based on the rubric that identifies the criteria for effective discussion that are expected at
an undergraduate level. As well, each learning partner will complete a peer evaluation form
that will be included in the critical discourse assessment grade. This form will be
submitted by the end of Session 11. Commented [MOU1]: Delete everything in red here.
Review the rubric carefully in Session 1 to ensure that you understand what is expected of
you throughout the course on an ongoing basis in terms of critical discourse. Take time to
create a strategy that will help you engage in course sessions and be fully prepared for the
session discussions and group activities each week.
Consider reviewing your discussion skills against the rubric half way through the course. Do
a formative self-assessment to help you re-formulate a strategy, if necessary, to improve
the quality of your discussion contributions as you proceed through the balance of course.
29
Assignment 5 Part A: Critical Discourse - FACILITATOR (10%)

NAME: _________________________ DATE: _____________________
MARK
1-5 6-10 11-15 16-20
• Discussion • Discussion • Discussion • Discussion

Timeliness and postings are postings are postings are postings and /20
Frequency generally posted posted throughout peer responses
posted all on throughout the the week and peer are distributed
one day or week and peer responses are throughout the
only at the responses are made within a 48 session
beginning or made after hour period
only on the several days • Continually
last day of the • Regularly follows follows up on
session • Some evidence of discussion
up on discussion
follow up
threads
• Little or no discussion
evidence of
follow up
discussion
• Discussion • Discussion • Discussion • Discussion

Demonstration demonstrated demonstrated an demonstrated an demonstrated a /20
of Knowledge little or no understanding of understanding of detailed
from Course evidence that some elements of the required understanding
Readings readings were the required readings of the required
completed or readings and underlying readings and
understood concepts underlying
• Posts simply concepts
• Information repeat or agree • Posts add
posted is off but do not add substantive • Posts are
topic, substantive information to the factually
incorrect or information to discussion but correct,
irrelevant to the discussion thoughts could be reflective and
the discussion developed further substantive and
• advances
discussion
• Discussion is • Discussion is • Sometimes added • Frequently

Level of Critical often by summative rather substantive new added /20
Thinking personal than critical in thoughts and/or substantive
opinions or focus clarifications to a new thoughts
feelings that discussion and/or
lack • Limited clarifications to
supporting supporting • Sometimes discussions
statements statements from explored
from the the readings or alternative • Frequently
readings or other sources perspectives explored and
other sources. analyzed
• Limited • Sometimes alternative
exploration of supported ideas perspectives
alternative with references to
perspectives the literature • Consistently
supported ideas
30
• Limited use of • Sometimes posed with references

probing questions probing questions to the literature
to further a and other
conversation resources
critically
• Frequently
posed probing
questions to
further a
conversation
critically
•
• Little or no • Class or group • Class and group • Continually
Overall class or group discussion and discussion and involved in all /20
Involvement in discussion and activities was activities was class and group
Discussion activities sporadic frequent discussions and
activities
31
Final Assignment #5 Part 0

A Grade
32
Assignment 5 Part B: Learning Partner Peer Assessment (10%)
Due Session 11; 15 marks included on Critical Discourse Evaluation Rubric
Learning Partner: _________________________________________________
Completed by: ________________________________ DATE: _________________
Reflect on each of the rubric items listed on the chart below and determine to the best of
your ability the appropriate mark for each. Send your final mark to the facilitator (to reduce
confusion please use the document titled “Appendix C: Assignment 5 Part B: Learning
Partner Peer Assessment Rubric” found in the ‘Course Materials’ link and send this to the
facilitator) who will approve the mark, enter it into your partner’s evaluation rubric and then
return it to your partner.
Email the Learning Partner Peer Assessment to your facilitator by the end of Session 11.
MARK
Content
0-3 4-7 8-11 12-15

Participation • Little or no • Participated • Participated • Participated
participation sporadically frequently and continually and
in session and/or had stayed on task stayed on task
learning difficulty staying most of the time all of the time
partner on task
activities
Listening • Did not pay • Sometimes did • Usually paid • Paid careful
attention to not pay attention to my attention to my
my ideas in attention to my ideas in my ideas in my
my postings ideas in my postings postings
postings
Feedback • Did not offer • Sometimes • Offered • Offered detailed

constructive offered constructive constructive
comments constructive comments comments
comments where where
appropriate appropriate
Additional /45
Comments
For Facilitator use only

Final Assignment #5 Part 0 0.0
B Peer Assessment Grade
33
Appendix A: Sample Title Page
Running head: ABBREVIATED VERSION OF TITLE 1
Assignment Title: Set in Upper and Lowercase
Student Name
Student №
Submitted in partial fulfillment of
the requirements for
ADED 2F92
Designing Learning for Adult Learners
Bachelor of Education/Certificate in Adult Education Program
Centre for Adult Education and Community Outreach
Faculty of Education, Brock University
St. Catharines, Ontario
Facilitator Name, Academic Designation
Date
34
Appendix B: Academic Writing Standards to Remember
1. Every paper requires an introduction and a conclusion.
2. APA requires:
• Page numbers in the upper right corner;

• Running head (in capital letters) in upper left hand corner;
• One-inch (2.54-cm) margins all around;
• Double-spacing;
• The first line of each paragraph indented 5-7 spaces (i.e., set tab key at 1.27 cm or
½-inch);
• Left-justified text;
• Serif typeface such as Times New Roman (12-pt font size) for all text; however,
use a sans serif typeface (e.g., Arial) in any of the paper’s figures (i.e., charts,
graphs).
3. Every paper requires a title page set to Brock standards. Refer to the sample title page
in the previous page.
4. Every paper requires a References page that lists all works cited in the body of the
paper; format all references using APA standards.
5. Submit the paper using the Assignments tool:

• Include all pages in one document.
• Use a file name that identifies you clearly (e.g. Name_Assignment1_Date).
35

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Adult Education 2F92

Curriculum Design for Adult Learners

Faculty of Education, Brock University

Developed October 2008. Revised March, 2018

Copying of this material is strictly prohibited.

Assignments, Due Dates, Grading .............................................................................5

Assignment Cover Pages......................................................................................... 5

Academic Writing Standards ................................................................................... 6

Using the Evaluation Rubrics in your Assignment Planning Process ............................. 6

Why Use Rubrics? .................................................................................................. 6

Directions to Learners .......................................................................................... 11

Directions to Learners .......................................................................................... 14

Assignment 2: Getting Started: Philosophy, Model, and Component Analysis (25%) .. 16

Directions to Learners .......................................................................................... 20

Assignment 3: Learning Outcomes and Evaluation Plan (20%) ................................. 21

Part 1: Topic Outline ............................................................................................ 24

Part 2: Detailed Lesson Plan.................................................................................. 25

Assignment 4: Topic Outline and Detailed Lesson Plan (25%) .................................. 27

Directions to Learners .......................................................................................... 29

Assignment 5: Critical Discourse - FACILITATOR (20%)........................................... 30

Assignments, Due Dates, Grading

Assignment Cover Pages

Academic Writing Standards

Please follow the recommendations for page/word length in the assignments.

Using the Evaluation Rubrics in your Assignment Planning Process

Why Use Rubrics?

Assignment Due Weight Assignment Summary

3 Learning Session 20% This assignment will incorporate the course

descriptions for ice breakers and closure activities

Brock University Grading Standards1

http://www.brocku.ca/webcal/2015/undergrad/areg.html#sec56 (Please note this link

The following grades are awarded for undergraduate courses:

Represents work of adequate quality which suffers from incompleteness or inaccuracy.

Given where the minimum requirements of a course are barely satisfied.

Assignment 1: The Topic for your Curriculum Design Project (10%)

Length – 2-3 pages excluding title and reference pages.

Learners need to incorporate a system of headings and sub-headings to organize

2. Explain why this topic is important to you.

3. Outline your rationale for the need of instruction in this topic.

4. Identify your overall goal for the course.

Assignment 1: The Topic for your Curriculum Design Project (10%)

Due at the beginning of Session 3

NAME: ____________________________ DATE: ___________________

1-4 5-9 10-14 15-18

APA structure, structure, structure, spelling, or

Assignment 2: Getting Started: Philosophy, Model, and

Component Analysis (25%)

Due at the beginning of Session 6 (7-8 pages)

Part A: Personal Philosophy of Curriculum Design

Part B: Analysis of the Design Model Components

1. Give your paper a title that describes the topic;

5. Suggested headings may be the following:

• Your personal philosophy of curriculum design;

o Application of Universal Design for Learning principles

• Implications for curriculum design.

6. Remember that every paper requires an introduction and a conclusion. In your

Assignment 2: Getting Started: Philosophy, Model, and Component Analysis (25%)

NAME: _________________________ DATE: _________________________

1-4 5-8 9-12 13-16

0-3 4-6 7-9 10-12

Assignment 3: Learning Outcomes and Evaluation Plan (20%)

Due at the beginning of Session 9 (6-8 pages in addition to the chart)

Assignment 3: Learning Outcomes and Evaluation Plan (20%)

NAME: _________________________ DATE: _________________________

NAME: __________ DATE: _

NAME: _ DATE: _

NAME: _ DATE: _

NAME: _ DATE: _

Completed by: ________________ DATE: _