share project plan

Week 2 Forum: Share Project Plan: Task Definition and Information Seeking Strategies

In the Week 1 and Week 2 lessons, you have read about two steps of the Big 6 model: task definition and information seeking strategies. As you consider the Field of Study Project, complete a project plan and source possibilities. Please read the entire discussion forum directions before completing this forum.

Part I:

First, click on the Assignment tab to review the instructions for the Field of Study Project. Once you have reviewed the instructions, proceed with this week’s forum topic.

Any good project has a plan that helps you meet your goal. With that in mind, what are some steps to take to create your plan? How will you get your mind flowing for ideas for the project plan?

The goal is to create a project plan for the Field of Study Project. The steps of project planning may include:

· Understanding the scope and value of the project

· Planning a method to communicate the plan

· Selecting a topic/theme

· Considering critical thinking questions/statements to research

· Selecting subtopics which relate to the questions

· Brainstorming new ideas that should be included in the plan

Next, choose a career interest topic which is realistic and one that you are actually interested in learning more about. The career interest might be a field in which you could become employed after completing your APUS degree program or additional training. (I am obtaining a Public Health Degree

After choosing your career interest topic, complete your project plan. Here are some ways you can create your plan: make an outline, mind map, flow chart, matrix, paragraph(s), or graphic organizer in order to share your project plan. Your project plan should include topic choice, your plan, why you chose your topic and what new information you are excited about learning in your research. Keep in mind that a robust project plan will make your research and project construction easier.

Part II:

This is a reflective paragraph that represents your critical thinking process when thinking about possible sources. You are NOT looking for specific sources now. Consider the best possible sources as presented in the Week 2 Lesson. What type of sources will work best for your research? How can you support your project plan with credible, current, reliable, accurate, and relevant information?

Part III:

Submit Parts I and II into the text box of the forum (not as an attachment) to share with your classmates. If you use Word, copy your document and paste the document into the forum by using the Word icon on the toolbar. If your project plan includes a URL, then copy and paste the link into the textbox.

Then, respond within the discussion forum, substantially, throughout the week.

Use the rubric below to ensure you are meeting forum expectations.

Rubric

Rubric

EXEMPLARY

(4 pts)

Accomplished

(3.4 pts)

Developing

(3 pts)

Beginning

(2.6 pts)

Did not attempt

(0 pts)

Part 1: Organization

(CO 3)

Student presents a clear, concise, substantively organized project plan.

Student presents a clear and concise project plan but may not have sufficient detail.

Student presents a project plan, but it may lack details.

Student presents a project plan that is disorganized or difficult to understand.

Student did not attempt.

Part 2: Critical Thinking Process

(ILO – IS.A.2)

Student identifies types of sources and describes how they will support the field of study project using information from the week 2 lesson.

Student identifies types of sources for field of study project using information from the week 2 lesson.

Student identifies types of sources for field of study project but does not use the types listed in the week 2 lesson.

Student does not identify types of sources appropriate for field of study project.

Student does not attempt.

Peer Replies

Student responds to peer(s), advances the forum discussion, and does two of the following:

– Poses a thoughtful question;

– Shares additional content or sources;

– Shares insights or offers perspective;

– Provides alternative point-of-view;

– Makes additional connections to the topic.

Student responds to peer(s), advances the forum discussion, and does one of the following:

– Poses a thoughtful question;

– Shares additional content or sources;

– Shares insights or offers perspective;

– Provides alternative point-of-view;

– Makes additional connections to the topic.

Student responds to peer(s), minimallyadvances the forum discussion, and does one of the following:

– Poses a thoughtful question;

– Shares additional content or sources;

– Shares insights or offers perspective;

– Provides alternative point-of-view;

– Makes additional connections to the topic.

Student responds to peer(s) but does not advance the forum discussion, and does not add to the discussion.

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