Science and Math in Early Education-Provocation Analysis Assignment

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118 Science and Math in Early Education-Provocation Analysis Assignment

This week we are looking at tools for effectively presenting scientific/mathematical experiences to young children, both indoors and out. We will be looking at Provocations/Invitations/Proposals as strategies for material choices, and then we are looking more deeply at how the role of the teacher, using this strategies is critically important to their success.

PLEASE: check the PDF files to answer all the questions.

Section One: Teacher Michelles Praying Mantis exploration… (found in NatureNotes file)

1- Notice the phrase open outdoor classroom at the top of this page. Lets define this as the CONTEXT in which the experience occurs. Think about why this would matter to the overall learning experience. Put this in your own words related to Diane Kashins Provocation resource.

A Provoking Post on Provocations

2- Notice that this information is not the first experience this group of children had with Teacher Michelle….it is the follow up experience on a different day. How is this related to TIME in effective provocations/the time to absorb ideas?

3-In light of the Questioning Resources in your Module, what role has Michelle taken in this experience? How have her questions impacted the exploration by the children of this provocation/invitation/proposal? What type of questions was she using? Were they effective in moving the experience forward with the children?

4- Why did Michelle choose to put the words hatch and delicate in BOLD print? What are your thoughts about this? What might she be trying to emphasize?

5- Did Michelle model Teacher as Researcher as described in the Fairy Dust Resource/Start-up Guide in your Module? Was she learning alongside them and letting their interests drive the experience forward? Explain.

6-Would you classify this as a PROVOCATION? INVITATION? PROPOSAL? She has titled it a provocation…would you agree? Explain.

Section Two: In the Bringing The Outside In text, take a look at Part Three/ Thinking section of the text…make sure you have read the thinking Intro piece about teacher role.

1- What does the quote by Jean Piaget in this section of the book mean to you, in your own words, about the importance of learning alongside children, not teaching them from their own ADULT agendas?

Now move to 070 Alphabet Rock Game in this section of the book…we are going to use this as our example.

2.    Explain how this could potentially be used by a teacher for his/her own agenda….for example: to teach the children letter recognition…what would a traditional teacher do with these materials?

3-Now, rethink how a teacher could approach this provocation from a teacher as researcher and co-learner with children…what would that interaction look like? How would it be different than teaching the alphabet with these rocks? Be specific in your distinction between the two different teacher approaches to these materials.

4-In the Malaguzzi/Image of the Child resource in your Module, he refers to the adults image of the child and how that moves adults to behave in specific ways when working with children. What kind of Image of the child must the adult shift to in order to become a researcher and co-learner?

5-Explain why the learning that occurs when adults allow the learner to take control of what they want to learn results in more effective, long-term learning and not memorization.

Assess client families presenting for psychotherapy

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Week 3: Assignment 1: Practicum – Assessing Client Families

Learning Objectives

Students will:

· Assess client families presenting for psychotherapy

· Develop genograms for client families presenting for psychotherapy

 

To prepare:

· Select a client family that you have observed or counseled at your practicum site.

· Review pages 137–142 of Wheeler (2014) and the Hernandez Family Genogram video in this week’s Learning Resources.

· Reflect on elements of writing a comprehensive client assessment and creating a genogram for the client you selected.

 

The Assignment

Part 1: Comprehensive Client Family Assessment

Create a comprehensive client assessment for your selected client family that addresses (without violating HIPAA regulations) the following:

Demographic information

 

Presenting problem

 

History or present illness

 

Past psychiatric history

 

Medical history

 

Substance use history

 

Developmental history

 

Family psychiatric history

 

Psychosocial history

 

History of abuse and/or trauma

 

Review of systems

 

Physical assessment

 

Mental status exam

 

Differential diagnosis

 

Case formulation

 

Treatment plan

 

Part 2: Family Genogram

Develop a genogram for the client family you selected. The genogram should extend back at least three generations (parents, grandparents, and great grandparents).

Required Readings

American Nurses Association. (2014). Psychiatric-mental health nursing: Scope and standards of practice (2nd ed.). Washington, DC: Author.

· Standard 5B “Health Teaching and Health Promotion” (pages 55-56)

Nichols, M. (2014). The essentials of family therapy (6th ed.). Boston, MA: Pearson.

· Chapter 8, “Experiential Family Therapy” (pp. 129–147)

· Chapter 13, “Narrative Therapy” (pp. 243–258)

Wheeler, K. (Ed.). (2014). Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice. New York, NY: Springer.

· “Genograms” pp. 137-142

Cohn, A. S. (2014). Romeo and Julius: A narrative therapy intervention for sexual-minority couples. Journal of Family Psychotherapy, 25(1), 73–77. doi:10.1080/08975353.2014.881696

Note: Retrieved from Walden Library databases.

Escudero, V., Boogmans, E., Loots, G., & Friedlander, M. L. (2012). Alliance rupture and repair in conjoint family therapy: An exploratory study. Psychotherapy, 49(1), 26–37. doi:10.1037/a0026747

Note: Retrieved from Walden Library databases.

Freedman, J. (2014). Witnessing and positioning: Structuring narrative therapy with families and couples. Australian & New Zealand Journal of Family Therapy, 35(1), 20–30. doi:10.1002/anzf.1043

Note: Retrieved from Walden Library databases.

Phipps, W. D., & Vorster, C. (2011). Narrative therapy: A return to the intrapsychic perspective. Journal of Family Psychotherapy, 22(2), 128–147. doi:10.1080/08975353.2011.578036

Note: Retrieved from Walden Library databases.

Saltzman, W. R., Pynoos, R. S., Lester, P., Layne, C. M., & Beardslee, W. R. (2013). Enhancing family resilience through family narrative co-construction. Clinical Child and Family Psychology Review, 16(3), 294–310. doi:10.1007/s10567-013-0142-2

Note: Retrieved from Walden Library databases.

Governors State University (Producer). (2009). Emotionally focused couples therapy [Video file]. Chicago, IL: Author.

 

Note: You will access this media from the Walden Library databases. The approximate length of this media piece is 115 minutes.

 

Laureate Education (Producer). (2013b). Hernandez family genogram [Video file]. Baltimore, MD: Author.

 

Note: The approximate length of this media piece is 3 minutes.

 

Psychotherapy.net (Producer). (1998). Narrative family therapy [Video file]. San Francisco, CA: Author.

 

Note: You will access this media from the Walden Library databases. The approximate length of this media piece is 111 minutes.

Psychotherapy.net (Producer). (2007). Existential psychotherapy [Video file]. San Francisco, CA: Author.

 

Note: You will access this media from the Walden Library databases. The approximate length of this media piece is 61 minutes.

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Students in this course apply the MSN curriculum experience by translating knowledge into practice through participation in professional activities and the development of a culminating project

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Master of Science in Nursing

NURS 6600: Capstone Synthesis Practicum Nursing Informatics and Leadership & Management

Practicum Professional Experience Plan

 

 

Course Description

Students in this course apply the MSN curriculum experience by translating knowledge into practice through participation in professional activities and the development of a culminating project. Students apply theory, principles, and concepts related to their area of specialization in order to enhance nursing practice and promote positive social change. Note: This course requires a minimum of 144 practicum hours.*

*Note: Students enrolled in the Nursing Informatics specialization will have already completed 72 hours of a practicum experience in NURS 6431. This course provides an additional 144 practicum hours.

 

 

Complete each section below.

 

Section 1: Quarter/Term/Year and Contact Information

 

Quarter/Term/Year:

 

Student Contact Information

Name: Chizelle T. Archie

Street Address: 2275 Wintergreen Drive

City, State, Zip: Semmes, Alabama 36575

Home Phone:

Work Phone: 251-607-5135

Cell Phone: 678-266-8180

Fax:

E-mail: chizelle.archie@waldenu.edu chizelle.archie@att.net

 

Preceptor Contact Information

Name: Crystal McDonald

Organization: Springhill Medical Center

Street Address: 3719 Dauphin Street

City, State, Zip: Mobile, Alabama 36608

Work Phone: 251-460-5202

Cell Phone: 251-463-7448

Fax:

E-mail: crystal.mcdonald@springhill.org

 

 

 

Section 2: Practicum Professional Development Objectives

Refer to the instructions in Week 1 to create practicum professional development objectives that meet the requirements for this course

Objective 1: Improve time management skills in a leadership role while managing work life balance.

Objective 2: Gain confidence and experience in my role performance in a supportive environment with preceptor, and other experienced health care professionals in leadership roles in a variety of settings.

Objective 3: Utilize effective relaxation and stress reduction techniques to allow me to complete my task that will ultimately lead to my beginning a new career as advanced beginning professional.

 

 

Section 3: Projected Timeline/Schedule

 

Estimate how many hours you expect to work on your practicum each week. Per the practicum guidelines, you may use half your hours for professional development and up to half for your Practicum Project (i.e., 72 hours to accomplish your practicum professional development objectives and 72 hours to complete your Practicum Project objectives, which you will establish later in this course).

 

This timeline is intended as a planning tool; your actual schedule may differ from the projections you are making now.

 

I intend to complete the 144 practicum hours according to the following timeline/schedule:

 

  Number of Hours Projected for Week Number of Weekly Hours for Professional Development Number of Weekly Hours for Practicum Project
Week 1 15 8 7
Week 2 15 8 7
Week 3 15 8 7
Week 4 14 6 8
Week 5 12 4 8
Week 6 14 8 6
Week 7 14 8 6
Week 8 11 6 5
Week 9 12 6 6
Week 10 12 6 6
Week 11 10 4 6
Total Hours (must meet the following requirements) 144 Hours 72 72

 

 

 

 

 

 

 

Section 4 – Signatures

 

Student Signature (electronic): Chizelle T. Archie Date: 08/31/2017

 

 

Practicum Faculty Signature (electronic)**: Date:

 

 

** Faculty signature signifies approval of Practicum Professional Experience Plan (PPEP)

 

 

 

 

Submit your Practicum Professional Experience Plan on or before Day 7 of Week 1 for Faculty review and approval.

 

Once approved, you will receive a copy of the PPEP for your records. You must share an approved copy with your Preceptor. The Preceptor is not required to sign this form.

 

 

 

 

 

© 2013 Laureate Education, Inc. 1

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Discuss which environmental factors might cause an asthma attack.

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Read the Critical Thinking story on page 162 of your textbook. Submit 1 entry in response to the Topics listed. You may answer a topic or reply to another student’s answer to a topic.

Topic 1  What information in the story indicates that Randi might be a candidate for heart disease? Explain why these items lead to CVD.

Topic 2  Discuss why Randi thought this was not a heart attack.

Topic 3  What can Melanie do immediately to try to save Randi’s life?

Topic 4  Assuming that Randi is suffering a myocardial infarction, discuss why it is important that she receive appropriate treatment quickly.

DIS 6

Read the Critical Thinking story on page 197 of your textbook. Submit 1 entry in response to the Topics listed. You may answer a topic or reply to another student’s answer to a topic.

Topic 1  Do you think Hernani should reveal his HIV status to South Hills Middle School? If so, why? If not, why not?

Topic 2  Do you think South Hills Middle School would hire Hernani for a coaching job if they knew he was HIV positive? Why or why not? Would the possibility of a team or coaching injury, and the bloodborne transmission of HIV, affect their decision?

Topic 3  If South Hills Middle School decided that Hernani was not suitable for a coaching job, would they still consider him for the teaching position?

Topic 4  How would you feel if your child were in a class Hernani was teaching or on one of the teams he was coaching? Why?

DIS 7

Read the Critical Thinking story on page 230 of your textbook. Submit 1 entry in response to the Topics listed. You may answer a topic or reply to another student’s answer to a topic.

Topic 1  Discuss which environmental factors might cause an asthma attack.

Topic 2  Discuss what Sylvia might do to find out if her building has an air quality problem.

Topic 3  What factors did Sylvia and Kelly consider as possible triggers for Sylvia’s frequent attacks?

Topic 4  If Sylvia’s inhaler does not control her attack and her condition worsens, what steps should be taken promptly? Why?

DIS 8

Read the Critical Thinking story on page 267 of your textbook. Submit 1 entry in response to the Topics listed. You may answer a topic or reply to another student’s answer to a topic.

Topic 1  Gabby is concerned about her emotional eating. What reasons besides hunger might cause people to eat?

Topic 2  If her weight wasn’t causing any health problems, should she consider having the surgery if she thought it would make her look more attractive?

Topic 3  Why is there a very strict diet that patients must follow after bariatric surgery, and why is it sometimes difficult to follow this regime?

Topic 4  What are some of the dangers associated with any type of surgery?

DIS 9

Read the Critical Thinking story on page 297 of your textbook. Submit 1 entry in response to the Topics listed. You may answer a topic or reply to another student’s answer to a topic.

Topic 1  Discuss the long-term repercussions of being a living organ donor?

Topic 2  Imagine that you are Josie’s mom or dad and one of your children has the opportunity to save the life of another one of your children. Would you encourage him or her to donate an organ?

Topic 3  If Josie decides to donate her kidney and then later chooses to continue playing hockey, what advice should her parents give her?

Topic 4  What options might be open to Josie’s brother other than having his sister donate a kidney?

DIS 10

Read the Critical Thinking story on page 335 of your textbook. Submit 1 entry in response to the Topics listed. You may answer a topic or reply to another student’s answer to a topic.

Topic 1  Which symptoms of Calle’s condition might affect her job? She has been working with the youngest children. Should she consider resigning, or could she ask for a different assignment?

Topic 2  Calle and Gabe decide to go ahead with the wedding. If they have children, is there a risk that Calle will transmit this condition? If Calle cannot have children, what other options would enable them to have the family they both want?

Topic 3  After their marriage, Calle will be covered by her husband’s health insurance. Calle is ethical in completing her application for this coverage and mentions the MS diagnosis. But she has questions. Where could Calle get information as to whether or not the insurance company will ever cover her for this disease? Will her coverage begin immediately?

Topic 4  Calle is an excellent teacher and the children love her. In the past, her coworkers have commented, “I wish I could learn to be as good at this as you are.” Even with multiple sclerosis, could Calle have a future in training other teachers? What other positive steps might she contemplate taking?

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